﻿
@article{ ISI:000400367700029,
Author = {Judd, Megan J. and Dorozenko, Kate P. and Breen, Lauren J.},
Title = {{Workplace stress, burnout and coping: a qualitative study of the
   experiences of Australian disability support workers}},
Journal = {{HEALTH \& SOCIAL CARE IN THE COMMUNITY}},
Year = {{2017}},
Volume = {{25}},
Number = {{3}},
Pages = {{1109-1117}},
Month = {{MAY}},
Abstract = {{Disability support workers (DSWs) are the backbone of contemporary
   disability support services and the interface through which disability
   philosophies and policies are translated into practical action. DSWs
   often experience workplace stress and burnout, resulting in a high
   turnover rate of employees within the non-professional disability
   service workforce. The full implementation of the National Disability
   Insurance Scheme in Australia is set to intensify the current challenges
   of attracting and retaining DSWs, as the role becomes characterised by
   greater demands, ambiguity and conflict. The aim of this study was to
   explore DSWs' perceptions of enjoyable and challenging aspects of
   disability support work, sources of stress and burnout and the
   strategies they use to cope when these issues arise. Twelve DSWs workers
   providing support for adults living with intellectual and physical
   disabilities were interviewed. Thematic analysis revealed a
   superordinate theme of `Balance' comprising three sub-themes: `Balancing
   Negatives and Positives', `Periods of Imbalance', and `Strategies to
   Reclaim Balance'. Participants spoke of the rewarding and uplifting
   times in their job such as watching a client learn new skills and being
   shown appreciation. These moments were contrasted by emotionally and
   physically draining aspects of their work, including challenging client
   behaviour, earning a low income, and having limited power to make
   decisions. Participants described periods of imbalance, wherein the
   negatives of their job outweighed the positives, resulting in stress and
   sometimes burnout. Participants often had to actively seek support and
   tended to rely on their own strategies to manage stress. Findings
   suggest that organisational support together with workplace
   interventions that support DSWs to perceive the positive aspects of
   their work, such as acceptance and mindfulness-based approaches, may
   help to limit experiences of stress and burnout. The further development
   and evaluation of emotion-focused workplace therapies, and interventions
   that consider organisational (macro) factors is suggested.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Breen, LJ (Reprint Author), Curtin Univ, Sch Psychol \& Speech Pathol, Perth, WA 6102, Australia.
   Judd, Megan J.; Breen, Lauren J., Curtin Univ, Sch Psychol \& Speech Pathol, Perth, WA 6102, Australia.
   Dorozenko, Kate P., Curtin Univ, Sch Occupat Therapy \& Social Work, Perth, WA, Australia.}},
DOI = {{10.1111/hsc.12409}},
ISSN = {{0966-0410}},
EISSN = {{1365-2524}},
Keywords = {{community care; disability studies; service provision; stress and
   coping; support workers; workforce issues}},
Keywords-Plus = {{STAFF WORKING; INTELLECTUAL DISABILITIES; JOB BURNOUT; PEOPLE;
   VARIABLES; SERVICES}},
Research-Areas = {{Public, Environmental \& Occupational Health; Social Work}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health; Social Work}},
Author-Email = {{lauren.breen@curtin.edu.au}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{36}},
Journal-ISO = {{Health Soc. Care Community}},
Doc-Delivery-Number = {{ET5YO}},
Unique-ID = {{ISI:000400367700029}},
DA = {{2020-03-18}},
}

@article{ ISI:000399587800005,
Author = {Lambert, Rachel},
Title = {{`When I am being rushed it slows down my brain': constructing
   self-understandings as a mathematics learner}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2017}},
Volume = {{21}},
Number = {{5}},
Pages = {{521-531}},
Month = {{MAY}},
Abstract = {{Understanding learning disabilities (LDs) as constructed through
   multiple cultural practices including discourse, this paper focuses on a
   Latino middle school student with a LD named Elijah. This study
   documents both the discourses and practices used to position Elijah as a
   mathematics learner, as well as his use of similar discourses as he
   constructs a complex set of self-understandings as a mathematics
   learner. Elijah is positioned by discourses that prioritise speed as an
   indicator of mathematical ability, as well as discourses that construct
   students with LD as having both intelligence and differences such as
   processing speed. An analysis of interview and observational data
   suggests that Elijah constructed a unique set of self-understandings as
   a mathematics learner. Like his sixth-grade special education teacher,
   Elijah seems to differentiate between knowledge and the performance of
   knowledge in school. He created a unique identity as both fast' and
   slow' in mathematics, rejecting the binary found in many mathematics
   classrooms. These findings suggest that multiple discourses circulate in
   schools about ability and disability in mathematics.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lambert, R (Reprint Author), Chapman Univ, Coll Educ Studies, Orange, CA 92866 USA.
   Lambert, Rachel, Chapman Univ, Coll Educ Studies, Orange, CA 92866 USA.}},
DOI = {{10.1080/13603116.2016.1251978}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Learning disabilities; mathematics; disability studies in education;
   identity; pedagogy; discourse}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mathematizing4all@gmail.com}},
Funding-Acknowledgement = {{National Science Foundation of the United States of AmericaNational
   Science Foundation (NSF) {[}REC-0447542]}},
Funding-Text = {{This work was supported by the National Science Foundation of the United
   States of America under Grant Number REC-0447542.}},
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Number-of-Cited-References = {{25}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{ES5NR}},
Unique-ID = {{ISI:000399587800005}},
DA = {{2020-03-18}},
}

@article{ ISI:000396949400025,
Author = {Ritvo, Sarah E. and Allison, Robert S.},
Title = {{Designing for the exceptional user: Nonhuman animal-computer interaction
   (ACI)}},
Journal = {{COMPUTERS IN HUMAN BEHAVIOR}},
Year = {{2017}},
Volume = {{70}},
Pages = {{222-233}},
Month = {{MAY}},
Abstract = {{As sophisticated computer technologies become more affordable, flexible,
   and accessible, there is increasing interest in their application to
   nonhuman animals. A limiting factor however, is that traditional
   computer design has been anthropocentric. Animal factors have not driven
   the design of the majority of computer technologies that have, or could
   be applied to this user population. The anthropocentric nature of
   current hardware and software may act as a barrier for successful
   animal-computer interaction (ACI). In this review, the authors
   consolidate literature from diverse disciplines including psychology,
   computer science, human-computer interaction, animal behaviour and
   welfare, biology, ergonomics, medicine, human factors and disability
   studies to explore (a) how human-computer interaction (HCI) principles
   may apply (or not apply) to ACI, (b) how principles and computer system
   designs exclusive for ACI may be developed, and (c) how animal-centered
   computer designs may benefit HCI and its user population. (C) 2016
   Elsevier Ltd. All rights reserved.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Ritvo, SE (Reprint Author), York Univ, 4700 Keele St, Toronto, ON M3J 1P3, Canada.
   Ritvo, Sarah E., York Univ, Dept Psychol, Toronto, ON, Canada.
   Allison, Robert S., York Univ, Dept Comp Sci, Toronto, ON, Canada.}},
DOI = {{10.1016/j.chb.2016.12.062}},
ISSN = {{0747-5632}},
EISSN = {{1873-7692}},
Keywords = {{Animal-computer interaction ACI; Exceptional users; User-centered
   design; Inclusive design; Anthropocentric interface}},
Keywords-Plus = {{PONGO-ABELII; LANGUAGE; TECHNOLOGY; CHIMPANZEE; INTERFACE; PROGRESS; PAN}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Multidisciplinary; Psychology, Experimental}},
Author-Email = {{sritvo@yorku.ca}},
ORCID-Numbers = {{Allison, Robert/0000-0002-4485-2665}},
Funding-Acknowledgement = {{NSERCNatural Sciences and Engineering Research Council of Canada
   {[}RPGIN-2015-06732]}},
Funding-Text = {{This work was supported by an NSERC grant (RPGIN-2015-06732) to RA.
   Portions of this work have been previously presented in workshop
   proceedings (Ritvo \& Allison, 2014).}},
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Number-of-Cited-References = {{92}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{18}},
Journal-ISO = {{Comput. Hum. Behav.}},
Doc-Delivery-Number = {{EO8OP}},
Unique-ID = {{ISI:000396949400025}},
DA = {{2020-03-18}},
}

@article{ ISI:000415142400002,
Author = {Taylor, Ashley},
Title = {{WHEN FACT CONCEALS PRIVILEGE: TEACHING THE (SHARED?) REALITY OF
   DISABILITY}},
Journal = {{EDUCATIONAL THEORY}},
Year = {{2017}},
Volume = {{67}},
Number = {{2}},
Pages = {{131-151}},
Month = {{APR}},
Abstract = {{Disability studies in education scholars have discussed the need to
   engage students, and certainly preservice teachers, in critical
   discussion of disability as a concept. To better understand what such
   critical discussion entails, Ashley Taylor examines the pedagogical
   implications of promoting an understanding of disability as a shared
   experience of being human. In particular, Taylor is concerned with how
   the appeal to a shared experience of disability (which she calls the
   shared reality view) might contribute to or impede students' development
   of critical attitudes toward ableist social and educational practices.
   She describes two chief limitations of the shared reality view and
   argues that these complicate efforts to teach about disability in ways
   that avoid reinforcing students' existing beliefs. Taylor concludes by
   offering a pedagogical framework that retains valuable aspects of the
   shared reality view while avoiding its limitations.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Taylor, A (Reprint Author), Colgate Univ, Dept Educ Studies, 011 Persson Hall,13 Oak Dr, Hamilton, NY 13346 USA.
   Taylor, Ashley, Colgate Univ, Dept Educ Studies, 011 Persson Hall,13 Oak Dr, Hamilton, NY 13346 USA.}},
DOI = {{10.1111/edth.12239}},
ISSN = {{0013-2004}},
EISSN = {{1741-5446}},
Keywords-Plus = {{EDUCATION; DIFFERENCE; PEOPLE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{ataylor1@colgate.edu}},
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Number-of-Cited-References = {{49}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Educ. Theory}},
Doc-Delivery-Number = {{FM6EM}},
Unique-ID = {{ISI:000415142400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000406121100003,
Author = {Cefai, Daniel},
Title = {{Visible handicap: From stigma recognition and deviance disavowal to the
   claim of rights}},
Journal = {{ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2017}},
Volume = {{11}},
Number = {{2}},
Pages = {{113-133}},
Month = {{APR-JUN}},
Abstract = {{This article brings new insight into the relationship between disability
   studies and the sociology of handicap as ``deviance{''} and
   ``stigma{''}. Disability studies grew up in a tight connection with the
   disability rights movement, but one of their roots was the new way of
   conceiving delinquency, addiction, madness, homosexuality, and handicap,
   which emerged in the 1960s. Eliot Freidson (1966) shifted the attention
   from the ``disabled{''}, treated as patients to rehabilitate, to
   ``handicap makers{''}. The relevant question was then: which are the
   professional jurisdictions of specialists appointed to ``cure{''}
   disabled people? In which organizational arenas is disability
   institutionalized as a problem to be solved? Fred Davis (1961), for his
   part, explored another dimension, closer to Erving Goffman (1963): how
   are stigma co-produced, reified, or denied in encounter situations
   between people with and without disabilities? More specifically, how is
   the ``visible handicap{''} handled in such face-toface interactions? A
   third way has been worked by John Kitsuse in 1980 with his concept of
   ``tertiary deviance.{''} In line with the 1960s sociology of deviance as
   ``secondary deviation{''}, this concept of ``tertiary deviance{''}
   recognizes the ability of persons with disabilities to act, to claim
   rights, to invent collective identities, and to experience and create
   new life ecologies. (C) 2016 Published by Elsevier Masson SAS on behalf
   of Association ALTER.}},
Publisher = {{ELSEVIER MASSON}},
Address = {{VIA PALEOCAPA 7, 20121 MILANO, ITALY}},
Type = {{Article}},
Language = {{French}},
Affiliation = {{Cefai, D (Reprint Author), 54 Blvd Raspail, F-75006 Paris, France.
   Cefai, Daniel, 54 Blvd Raspail, F-75006 Paris, France.}},
DOI = {{10.1016/j.alter.2016.09.006}},
ISSN = {{1875-0672}},
EISSN = {{1875-0680}},
Keywords = {{Handicap; Deviance; Stigma; Chicago sociology; Fred Davis; Eliot
   Freidson; Erving Goffman}},
Keywords-Plus = {{PHYSICAL-DISABILITY; CAREER; POLITICS}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{daniel.ceiai@ehess.fr}},
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Number-of-Cited-References = {{95}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Alter}},
Doc-Delivery-Number = {{FB4OL}},
Unique-ID = {{ISI:000406121100003}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000402123700008,
Author = {Bale, Bradley Field and Doneen, Amy Lynn and Vigerust, David John},
Title = {{High-risk periodontal pathogens contribute to the pathogenesis of
   atherosclerosis}},
Journal = {{POSTGRADUATE MEDICAL JOURNAL}},
Year = {{2017}},
Volume = {{93}},
Number = {{1098}},
Pages = {{215-220}},
Month = {{APR}},
Abstract = {{Periodontal disease (PD) is generated by microorganisms. These microbes
   can enter the general circulation causing a bacteraemia. The result can
   be adverse systemic effects, which could promote conditions such as
   cardiovascular disease. Level A evidence supports that PD is
   independently associated with arterial disease. PD is a common chronic
   condition affecting the majority of Americans 30 years of age and older.
   Atherosclerosis remains the largest cause of death and disability.
   Studies indicate that the adverse cardiovascular effects from PD are due
   to a few putative or high-risk bacteria: Aggregatibacter
   actinomycetemcomitans, Porphyromonas gingivalis, Tannerella forsythia,
   Treponema denticola or Fusobacterium nucleatum. There are three accepted
   essential elements in the pathogenesis of atherosclerosis: lipoprotein
   serum concentration, endothelial permeability and binding of
   lipoproteins in the arterial intima. There is scientific evidence that
   PD caused by the high-risk pathogens can influence the pathogenesis
   triad in an adverse manner. With this appreciation, it is reasonable to
   state PD, due to high-risk pathogens, is a contributory cause of
   atherosclerosis. Distinguishing this type of PD as causal provides a
   significant opportunity to reduce arterial disease.}},
Publisher = {{BMJ PUBLISHING GROUP}},
Address = {{BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Bale, BF (Reprint Author), 1002 Montrose Dr, Gallatin, TN 37066 USA.
   Bale, Bradley Field; Doneen, Amy Lynn, Texas Tech Hlth Sci Ctr, Sch Nursing, Lubbock, TX USA.
   Vigerust, David John, Vanderbilt Univ, Sch Med, Dept Neurol Surg, Nashville, TN 37212 USA.}},
DOI = {{10.1136/postgradmedj-2016-134279}},
ISSN = {{0032-5473}},
EISSN = {{1469-0756}},
Keywords-Plus = {{VASCULAR-DISEASE EPIDEMIOLOGY; POSITRON-EMISSION-TOMOGRAPHY;
   AMERICAN-HEART-ASSOCIATION; SMOOTH-MUSCLE-CELLS; ORAL INFECTIONS;
   ATHEROGENIC LIPOPROTEINS; CARDIOVASCULAR-DISEASE; MYOCARDIAL-INFARCTION;
   OXIDATIVE STRESS; APOLIPOPROTEIN-B}},
Research-Areas = {{General \& Internal Medicine}},
Web-of-Science-Categories  = {{Medicine, General \& Internal}},
Author-Email = {{bbale@baledoneen.com}},
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Number-of-Cited-References = {{58}},
Times-Cited = {{24}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Postgrad. Med. J.}},
Doc-Delivery-Number = {{EV9RS}},
Unique-ID = {{ISI:000402123700008}},
OA = {{Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000400924400006,
Author = {Thompson, Hannah},
Title = {{FRENCH AND FRANCOPHONE DISABILITY STUDIES}},
Journal = {{FRENCH STUDIES}},
Year = {{2017}},
Volume = {{71}},
Number = {{2}},
Pages = {{243-251}},
Month = {{APR}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Thompson, H (Reprint Author), Royal Holloway Univ London, London, England.
   Thompson, Hannah, Royal Holloway Univ London, London, England.}},
DOI = {{10.1093/fs/knx019}},
ISSN = {{0016-1128}},
EISSN = {{1468-2931}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
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Number-of-Cited-References = {{48}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Fr. Stud.}},
Doc-Delivery-Number = {{EU3JE}},
Unique-ID = {{ISI:000400924400006}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000400522800002,
Author = {Wolgemuth, Jennifer R. and Hicks, Tyler and Agosto, Vonzell},
Title = {{Unpacking Assumptions in Research Synthesis: A Critical Construct
   Synthesis Approach}},
Journal = {{EDUCATIONAL RESEARCHER}},
Year = {{2017}},
Volume = {{46}},
Number = {{3}},
Pages = {{131-139}},
Month = {{APR}},
Abstract = {{Research syntheses in education, particularly meta-analyses and
   best-evidence syntheses, identify evidence-based practices by combining
   findings across studies whose constructs are similar enough to warrant
   comparison. Yet constructs come preloaded with social, historical,
   political, and cultural assumptions that anticipate how research
   problems are framed and solutions formulated. The information research
   syntheses provide is therefore incomplete when the assumptions
   underlying constructs are not critically understood. We describe and
   demonstrate a new systematic review method, critical construct synthesis
   (CCS), to unpack assumptions in research synthesis and to show how other
   framings of educational problems are made possible when the constructs
   excluded through methodological elimination decisions are taken into
   consideration.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wolgemuth, JR (Reprint Author), Univ S Florida, 4202 E Fowler Ave, Tampa, FL 33620 USA.
   Wolgemuth, Jennifer R., Univ S Florida, 4202 E Fowler Ave, Tampa, FL 33620 USA.
   Agosto, Vonzell, Univ S Florida, Curriculum Studies, 4202 E Fowler Ave, Tampa, FL 33620 USA.
   Hicks, Tyler, Univ Kansas, 1122 West Campus Rd, Lawrence, KS 66045 USA.}},
DOI = {{10.3102/0013189X17703946}},
ISSN = {{0013-189X}},
EISSN = {{1935-102X}},
Keywords = {{critical theory; educational policy; disability studies; meta-analysis;
   qualitative research}},
Keywords-Plus = {{AUTISM SPECTRUM; TRANSITION; YOUTH; MOVE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{jrwolgemuth@usf.edu
   tahicks@ku.edu
   vagosto@usf.edu}},
ResearcherID-Numbers = {{Agosto, Vonzell/AAG-9935-2020}},
ORCID-Numbers = {{Agosto, Vonzell/0000-0002-6970-7376}},
Cited-References = {{Altheide D. L., 2013, QUALITATIVE MEDIA AN.
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Number-of-Cited-References = {{46}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Educ. Researcher}},
Doc-Delivery-Number = {{ET8BI}},
Unique-ID = {{ISI:000400522800002}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000397493900003,
Author = {Claiborne, Lise},
Title = {{Travels With My Father: Animating an Imperceptible Relationship}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2017}},
Volume = {{23}},
Number = {{4}},
Pages = {{257-266}},
Month = {{APR}},
Abstract = {{Barad's diffractive methodology was used to explore one man's encounter
   with Parkinson's disease after long exposure to pesticides in home
   maintenance. The study moved from a realist account of relevant studies
   in toxicology, entomology, and neurology toward an
   onto-ethico-epistemological enquiry that asked how humans and insects
   live and work within the shared mattering of minerals, water, and time.
   Constructed memories of my father's later life were explored within
   masculine discourses about protection of the family from invading
   insects and an intra-active reconsideration of the contradictions
   involved in the use of poison as both care and harm. New materialist
   theorizing took the focus from an exploration of the difference
   experienced by one fragile body toward a larger engagement with material
   and discursive forces, ending with questions about U.S. modernism and
   the tenaciousness of human subjectivities in a time of changing climate
   and movement of species around the globe.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Claiborne, L (Reprint Author), Univ Waikato, Te Oranga Sch Human Dev \& Movement Studies, PO 3105, Hamilton 3240, New Zealand.
   Claiborne, Lise, Univ Waikato, Fac Educ, Inclus Res Unit, Difference,Disabil, Hamilton, New Zealand.}},
DOI = {{10.1177/1077800416686375}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{disability studies; autoethnography; post-qualitative research; new
   materialist theory; feminist theory}},
Keywords-Plus = {{PARKINSONS-DISEASE; PATHOGENESIS; PESTICIDES; TERMITES}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{lise.claiborne@waikato.ac.nz}},
Cited-References = {{Barad K, 2003, SIGNS, V28, P801, DOI 10.1086/345321.
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   Tolich M, 2010, QUAL HEALTH RES, V20, P1599, DOI 10.1177/1049732310376076.}},
Number-of-Cited-References = {{29}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{EP6MP}},
Unique-ID = {{ISI:000397493900003}},
DA = {{2020-03-18}},
}

@article{ ISI:000397950400008,
Author = {Hempel, Susanne and Graham, Glenn D. and Fu, Ning and Estrada, Elena and
   Chen, Annie Y. and Miake-Lye, Isomi and Miles, Jeremy N. V. and Shanman,
   Roberta and Shekelle, Paul G. and Beroes, Jessica M. and Wallin,
   Mitchell T.},
Title = {{A systematic review of modifiable risk factors in the progression of
   multiple sclerosis}},
Journal = {{MULTIPLE SCLEROSIS JOURNAL}},
Year = {{2017}},
Volume = {{23}},
Number = {{4}},
Pages = {{525-533}},
Month = {{APR}},
Abstract = {{Background: The presenting symptoms and rate of progression of multiple
   sclerosis (MS) are very heterogeneous. The diverse clinical
   manifestations and the clinical course of the disease may vary with
   modifiable risk factors.
   Objective: To systematically review modifiable risk factors and
   exposures associated with MS progression.
   Methods: We searched six databases till March 2015, reference-mined
   reviews, and consulted with experts (PROSPERO 2015: CRD42015016461). Two
   reviewers screened and extracted data. We used random meta-analysis
   models and Grading of Recommendations Assessment, Development, and
   Evaluation (GRADE) to assess the quality of evidence.
   Results: In total, 59 studies met inclusion criteria. Lower vitamin D
   levels were associated with higher Expanded Disability Status Scale
   (EDSS) scores (r = -0.22; confidence interval (CI) = -0.32, -0.12; 11
   studies; I-2 = 66\%), smokers had an increased risk of MS progression
   (hazard ratio (HR) = 1.55; CI = 1.10, 2.19; I-2 = 72\%; seven studies),
   and there was no association of MS progression with the use of epidural
   analgesics during childbirth delivery (three studies). There was
   insufficient evidence to draw conclusions for 11 risk factors due to
   conflicting results or use of different predictor and outcome measures.
   Conclusion: MS progression was consistently associated with low vitamin
   D levels, and smoking was associated with a more rapid decline in MS
   disability. Studies used a variety of methods, predictors, and outcomes
   making it difficult to draw conclusions. Future studies should focus on
   prospective assessments.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Hempel, S (Reprint Author), RAND Corp, Southern Calif Evidence Based Practice Ctr, 1776 Main St, Santa Monica, CA 90407 USA.
   Hempel, Susanne; Fu, Ning; Miles, Jeremy N. V.; Shanman, Roberta; Shekelle, Paul G., RAND Corp, Southern Calif Evidence Based Practice Ctr, 1776 Main St, Santa Monica, CA 90407 USA.
   Graham, Glenn D., US Dept Vet Affairs, Specialty Care Serv, Washington, DC USA.
   Graham, Glenn D., Univ Calif San Francisco, Sch Med, Dept Neurol, San Francisco, CA USA.
   Estrada, Elena; Chen, Annie Y.; Miake-Lye, Isomi; Shekelle, Paul G.; Beroes, Jessica M., West Los Angeles VA Med Ctr, Evidence Based Synth Program ESP Ctr, Los Angeles, CA USA.
   Wallin, Mitchell T., US Dept Vet Affairs, Multiple Sclerosis Ctr Excellence East, Washington, DC USA.
   Wallin, Mitchell T., Georgetown Univ, Sch Med, Dept Neurol, Washington, DC USA.}},
DOI = {{10.1177/1352458517690270}},
ISSN = {{1352-4585}},
EISSN = {{1477-0970}},
Keywords = {{Multiple sclerosis; multiple sclerosis progression; risk factors;
   prognostic study; systematic review}},
Keywords-Plus = {{VITAMIN-D STATUS; DISABILITY; EXERCISE; BIAS; METAANALYSIS; PREDICTOR;
   SMOKING; QUALITY}},
Research-Areas = {{Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Clinical Neurology; Neurosciences}},
Author-Email = {{susanne\_hempel@rand.org}},
ResearcherID-Numbers = {{Wallin, Mitchell T./J-8190-2019
   }},
ORCID-Numbers = {{Wallin, Mitchell T./0000-0003-1061-5714
   Hempel, Susanne/0000-0003-1597-5110}},
Funding-Acknowledgement = {{Department of Veterans Affairs, Veterans Health Administration, Office
   of Research and Development, Quality Enhancement Research InitiativeUS
   Department of Veteran Affairs}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This work
   was funded by the Department of Veterans Affairs, Veterans Health
   Administration, Office of Research and Development, Quality Enhancement
   Research Initiative. The findings and conclusions in this document are
   those of the author(s) who are responsible for its contents; the
   findings and conclusions do not necessarily represent the views of the
   Department of Veterans Affairs or the US Government.}},
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Number-of-Cited-References = {{33}},
Times-Cited = {{17}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Mult. Scler. J.}},
Doc-Delivery-Number = {{EQ3DD}},
Unique-ID = {{ISI:000397950400008}},
DA = {{2020-03-18}},
}

@article{ ISI:000402310300004,
Author = {Simplican, Stacy Clifford},
Title = {{feminist disability studies as methodology: life-writing and the
   abled/disabled binary}},
Journal = {{FEMINIST REVIEW}},
Year = {{2017}},
Number = {{115}},
Pages = {{46-60}},
Month = {{MAR}},
Abstract = {{What does feminist disability studies contribute to feminist methods?
   Feminist disability scholars interweave life-writing about their
   experiences of disability or caring for a disabled person to challenge
   ableist stereotypes. As such, they foreground their own vulnerability to
   build disability identity and community. This style of lifewriting,
   while essential, tends to calcify the dichotomy between the disabled and
   abled-alpha binary that the field of feminist disability studies aims to
   destabilise. Building on new work in feminist disability studies, I show
   how some scholars use life-writing to cultivate an estranging
   sensitivity. This new sensitivity builds on prior feminist disability
   studies scholarship to estrange us from 1) the idea that disability is a
   cohesive identity and community, 2) that disability is always a socially
   desirable position, and 3) that allegiance to disability rights
   insulates us from ableist anxiety. By embracing the tension between
   solidifying and destabilising the meaning of disability, feminist
   disability scholars can leverage life-writing as a tool of resistance
   and thereby lessen the threat of conformity that life narratives tend to
   produce.}},
Publisher = {{PALGRAVE MACMILLAN LTD}},
Address = {{BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Simplican, SC (Reprint Author), Vanderbilt Univ, Womens \& Gender Studies Program, 221 Kirkland Hall, Nashville, TN 37235 USA.
   Simplican, Stacy Clifford, Vanderbilt Univ, Womens \& Gender Studies Program, 221 Kirkland Hall, Nashville, TN 37235 USA.}},
DOI = {{10.1057/s41305-017-0039-x}},
ISSN = {{0141-7789}},
EISSN = {{1466-4380}},
Keywords = {{feminist disability studies; methodology; autoethnography; life-writing}},
Keywords-Plus = {{SELF-REPRESENTATION; AUTOETHNOGRAPHY; PEOPLE; EMPIRE; FORUM}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
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Number-of-Cited-References = {{50}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Fem. Rev.}},
Doc-Delivery-Number = {{EW2EW}},
Unique-ID = {{ISI:000402310300004}},
DA = {{2020-03-18}},
}

@article{ ISI:000399867800004,
Author = {Holmes, Jessica A.},
Title = {{Expert Listening beyond the Limits of Hearing: Music and Deafness}},
Journal = {{JOURNAL OF THE AMERICAN MUSICOLOGICAL SOCIETY}},
Year = {{2017}},
Volume = {{70}},
Number = {{1}},
Pages = {{171-220}},
Month = {{SPR}},
Abstract = {{Attitudes to the relationship between music and deafness suffer from two
   related misconceptions: the enduring assumption that hearing is central
   to musical experience in conjunction with an extreme impression of
   deafness as total aural loss; and, more recently, the tendency to reduce
   deaf listening to tactility, as narratives about inborn sensory acuities
   among the deaf proliferate in the popular imaginary. Increasingly,
   deafness symbolizes a set of sensory polarities that obscure an
   intrinsic diversity of musical experiences from which musicology stands
   to gain, a diversity that encompasses members of Deaf culture and
   non-culturally deaf people alike, and that is signaled through the
   person-centered compound ``d/Deaf.{''} My article builds on recent music
   scholarship on disability to offer a pluralistic understanding of music
   and deafness. Beginning with Scottish deaf percussionist Evelyn Glennie,
   I investigate a range of d/Deaf accounts of music, including those of
   Deaf sign language users, hearing aid wearers, and cochlear implant
   recipients, and of people with music-induced hearing loss. Deafness
   resists automatic entry points into music, unsettling any
   straightforward hierarchy of the senses. Deaf people reflect on the
   musical status of aurality in markedly different ways, just as they
   offer a complex understanding of vision and touch. For instance, vision
   is a highly versatile listening strategy and is often more reliable than
   vibration; touch is feasible because of its contextual dependence on
   visual cues, and is further tied to a set of material and environmental
   variables. Ultimately, I argue that d/Deaf listeners enrich customary
   notions of musical expertise: deafness belongs in musicology as a
   diverse set of experiences within the full spectrum of listening.}},
Publisher = {{UNIV CALIFORNIA PRESS}},
Address = {{155 GRAND AVE, SUITE 400, OAKLAND, CA 94612-3758 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Holmes, JA (Reprint Author), McGill Univ, Musicol, Montreal, PQ, Canada.
   Holmes, Jessica A., McGill Univ, Musicol, Montreal, PQ, Canada.}},
DOI = {{10.1525/jams.2017.70.1.171}},
ISSN = {{0003-0139}},
EISSN = {{1547-3848}},
Keywords = {{deafness; Deaf culture; Deaf Gain; Deaf studies; disability studies;
   sign language}},
Keywords-Plus = {{SCIENCE}},
Research-Areas = {{Music}},
Web-of-Science-Categories  = {{Music}},
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Number-of-Cited-References = {{99}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{26}},
Journal-ISO = {{J. Am. Musicicol. Soc.}},
Doc-Delivery-Number = {{ES9HR}},
Unique-ID = {{ISI:000399867800004}},
DA = {{2020-03-18}},
}

@article{ ISI:000397173600012,
Author = {Fraser, Benjamin},
Title = {{Libre Acceso: Latin American Literature and Film through Disability
   Studies}},
Journal = {{HISPANIA-A JOURNAL DEVOTED TO THE TEACHING OF SPANISH AND PORTUGUESE}},
Year = {{2017}},
Volume = {{100}},
Number = {{1}},
Pages = {{137-138}},
Month = {{MAR}},
Publisher = {{AMER  ASSOC TEACHERS SPANISH PORTUGUESE, INC}},
Address = {{900 LADD RD, WALLED LAKE, MI 48390 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Fraser, B (Reprint Author), East Carolina Univ, Greenville, NC 27858 USA.
   Fraser, Benjamin, East Carolina Univ, Greenville, NC 27858 USA.}},
DOI = {{10.1353/hpn.2017.0011}},
ISSN = {{0018-2133}},
EISSN = {{2153-6414}},
Research-Areas = {{Linguistics; Literature}},
Web-of-Science-Categories  = {{Linguistics; Language \& Linguistics; Literature, Romance}},
Cited-References = {{Antebi Susan, 2016, LIBRE ACCESO LATIN A.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Hispania-J. Devoted Teach. Span. Port.}},
Doc-Delivery-Number = {{EP1VY}},
Unique-ID = {{ISI:000397173600012}},
DA = {{2020-03-18}},
}

@article{ ISI:000396414500006,
Author = {Sauer, Janet Story and Lalvani, Priya},
Title = {{From Advocacy to Activism: Families, Communities, and Collective Change}},
Journal = {{JOURNAL OF POLICY AND PRACTICE IN INTELLECTUAL DISABILITIES}},
Year = {{2017}},
Volume = {{14}},
Number = {{1}},
Pages = {{51-58}},
Month = {{MAR}},
Abstract = {{Although countries across the globe support the United Nations
   Convention on the Rights of Persons with Disabilities (2006), when faced
   with competing economic priorities, their policies and practices too
   often negatively impact children with disabilities and their families
   (Ferguson, 2008). Current social and educational structures are
   implicated in inequitable services, particularly for those families from
   nondominant languages and minority racial and ethnic groups (McCall \&
   Skrtic, 2009; Ong-Dean, 2009). Recognizing the importance of contexts
   and power imbalances, we posit that the broader communities in which
   families live and that determine the opportunities they are afforded,
   should be explicitly addressed when evaluating a family's quality of
   life. This article provides an analysis of family quality of life in the
   context of parents' struggle to access equitable education for their
   children with disabilities, and suggests that the Quality of Life (QoL)
   conceptual framework (Brown, Schalock, \& Brown, 2009), having already
   expanded to include the individual to the family unit, be further
   extended to engage the community. To illustrate, we describe two
   community-based projects aimed at moving family involvement in special
   education away from a model of individual advocacy, situated within
   western ethnocentric organizational structures that rely on
   sociocultural capital, to grassroots collective activism.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sauer, JS (Reprint Author), Lesley Univ, Coll Liberal Arts \& Sci, Cambridge, MA 02138 USA.
   Sauer, Janet Story, Lesley Univ, Cambridge, MA USA.
   Lalvani, Priya, Montclair State Univ, Montclair, NJ USA.}},
DOI = {{10.1111/jppi.12219}},
ISSN = {{1741-1122}},
EISSN = {{1741-1130}},
Keywords = {{disability studies; family quality of life; intellectual disability;
   parents of children with disabilities; special education}},
Keywords-Plus = {{QUALITY-OF-LIFE; LINGUISTICALLY DIVERSE FAMILIES; INTELLECTUAL
   DISABILITIES; CHILDREN; COLLABORATION; PORTRAITURE; CONFLICT; STUDENTS;
   OUTCOMES; PARENTS}},
Research-Areas = {{Health Care Sciences \& Services; Rehabilitation}},
Web-of-Science-Categories  = {{Health Policy \& Services; Rehabilitation}},
Author-Email = {{jsauer2@lesley.edu}},
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   Winzer M. A., 2009, INTEGRATION INCLUSIO.}},
Number-of-Cited-References = {{54}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{J. Policy Pract. Intellect. Disabil.}},
Doc-Delivery-Number = {{EO0UT}},
Unique-ID = {{ISI:000396414500006}},
DA = {{2020-03-18}},
}

@article{ ISI:000396071200008,
Author = {Pyne, Jake},
Title = {{Arresting Ashley X: Trans Youth, Puberty Blockers and the Question of
   Whether Time is on Your Side}},
Journal = {{SOMATECHNICS}},
Year = {{2017}},
Volume = {{7}},
Number = {{1}},
Pages = {{95-123}},
Month = {{MAR}},
Abstract = {{In 2004, a young Seattle girl with significant disabilities known only
   by the pseudonym Ashley X, underwent a series of medical procedures
   without her consent. At the request of her parents, Ashley received a
   mastectomy, a hysterectomy and hormonal treatment, designed to arrest
   her development in a child-like state. In the eyes of her doctors, her
   family, and their lawyers, it was urgent that Ashley's body be aligned
   with her purported cognitive age. The temporal and ethical arguments
   used to justify her `Treatment' turned Ashley's body into a site of
   international debate over disability and human rights, consent and
   medical science, eugenics and human engineering. Yet the similarities
   and differences between Ashley's non-consensual pubertal arrest versus
   that actively sought by trans youth are rarely mentioned. This paper
   uses the clinical and media discourses at work in both the `Ashley
   Treatment' and the treatment sought by trans youth to think through this
   moment in which some bodies are treated to greater forms of autonomy
   while other bodies have none. I argue that the discourses used to secure
   transition for some trans youth ought to be weighed against the
   implications for others, in particular for trans youth with
   disabilities. While the availability of puberty suppression for trans
   youth can be narrated as a sign that things are getting better, the
   literatures of queer temporality and critical disability studies help to
   consider that it may also augur something else-a widening gap between
   those invested with the ability to stop time versus those who are
   stopped in time.}},
Publisher = {{EDINBURGH UNIV PRESS}},
Address = {{THE TUN-HOLYROOD RD, 12 2F JACKSONS ENTRY, EDINBURGH EH8 8PJ, SCOTLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pyne, J (Reprint Author), McMaster Univ, Sch Social Work, Hamilton, ON, Canada.
   Pyne, J (Reprint Author), McMaster Univ, Gender Studies \& Feminist Res Program, Hamilton, ON, Canada.
   Pyne, Jake, McMaster Univ, Sch Social Work, Hamilton, ON, Canada.
   Pyne, Jake, McMaster Univ, Gender Studies \& Feminist Res Program, Hamilton, ON, Canada.}},
DOI = {{10.3366/soma.2017.0208}},
ISSN = {{2044-0138}},
EISSN = {{2044-0146}},
Keywords = {{Disability; transgender; temporality; Ashley X; children; youth; autism;
   puberty blockers; arrested development}},
Keywords-Plus = {{GENDER IDENTITY DISORDER; CHILDREN; SUPPRESSION; ADOLESCENTS; INTERESTS;
   DYSPHORIA; PARENTS; AUTISM}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
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Number-of-Cited-References = {{135}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Somatechnics}},
Doc-Delivery-Number = {{EN5UM}},
Unique-ID = {{ISI:000396071200008}},
DA = {{2020-03-18}},
}

@article{ ISI:000398004900001,
Author = {Albanesi, Heather Powers},
Title = {{Encountering disability studies in the social sciences}},
Journal = {{SOCIAL SCIENCE JOURNAL}},
Year = {{2017}},
Volume = {{54}},
Number = {{1}},
Pages = {{1-3}},
Month = {{MAR}},
Publisher = {{ELSEVIER SCIENCE BV}},
Address = {{PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Albanesi, HP (Reprint Author), Univ Colorado, Dept Sociol, Colorado Springs, CO USA.
   Albanesi, Heather Powers, Univ Colorado, Dept Sociol, Colorado Springs, CO USA.}},
DOI = {{10.1016/j.soscij.2017.01.006}},
ISSN = {{0362-3319}},
EISSN = {{1873-5355}},
Keywords-Plus = {{WOMEN}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{halbanes@uccs.edu}},
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   Young S., 2014, STELLA YOUNG IM NOT.}},
Number-of-Cited-References = {{23}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
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Journal-ISO = {{Soc. Sci. J.}},
Doc-Delivery-Number = {{EQ3WQ}},
Unique-ID = {{ISI:000398004900001}},
DA = {{2020-03-18}},
}

@article{ ISI:000395077700008,
Author = {Watermeyer, Brian},
Title = {{``I Don't Have Time for an Emotional Life{''}: Marginalization,
   Dependency and Melancholic Suspension in Disability}},
Journal = {{CULTURE MEDICINE AND PSYCHIATRY}},
Year = {{2017}},
Volume = {{41}},
Number = {{1}},
Pages = {{142-160}},
Month = {{MAR}},
Abstract = {{Social scientific analyses of inequality inform interventions ranging
   from the material and political to the personal and psychological. At
   the extremes of this continuum, Marxian militants view the exploration
   of the inner lives of oppressed people as irrelevant to liberation,
   while psychoanalysts bemoan the naivete of ``depsychologized{''}
   conceptions of the social subject. While both approaches have been
   applied to disability inequality, an historical materialist view has
   dominated the discipline of disability studies, where attention has only
   recently turned to psychological aspects of oppression. This article
   provides a brief introduction to some key aspects of the social and
   economic marginalization experienced globally by the disability
   minority. Thereafter, the complex debates around materialist and
   psychological accounts of, and interventions upon, racism and disablism
   are explored and compared, with particular reference to the place of
   grief and loss in disability discourse. The clinical fragment which
   forms the title of this paper introduces an engagement with Cheng's
   model of racial melancholia, its conceptual origins and explanatory
   power. The balance of the paper considers how Cheng's work may help
   illuminate how it is that disability inequality, like that of race, may
   remain an obstinate reality notwithstanding material interventions aimed
   at overturning it.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Watermeyer, B (Reprint Author), Univ Cape Town, Groote Schuur Hosp, Dept Hlth \& Rehabil Sci, Disabil Studies Programme, F45 Old Main Bldg, Cape Town, South Africa.
   Watermeyer, Brian, Univ Cape Town, Groote Schuur Hosp, Dept Hlth \& Rehabil Sci, Disabil Studies Programme, F45 Old Main Bldg, Cape Town, South Africa.}},
DOI = {{10.1007/s11013-016-9503-x}},
ISSN = {{0165-005X}},
EISSN = {{1573-076X}},
Keywords = {{Disability; Marginalization; Melancholic suspension; Psychoanalytic;
   South Africa}},
Keywords-Plus = {{DISABLED PEOPLE; POVERTY}},
Research-Areas = {{Anthropology; Psychiatry; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Anthropology; Psychiatry; Social Sciences, Biomedical}},
Author-Email = {{brian.watermeyer@uct.ac.za}},
ORCID-Numbers = {{WATERMEYER, BRIAN/0000-0001-7671-4323}},
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Number-of-Cited-References = {{75}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Cult. Med. Psychiatr.}},
Doc-Delivery-Number = {{EM1KY}},
Unique-ID = {{ISI:000395077700008}},
DA = {{2020-03-18}},
}

@article{ ISI:000440799400009,
Author = {Rifkin, Libbie},
Title = {{``Say Your Favorite Poet in the World is Lying There{''}: Eileen Myles,
   James Schuyler, and the Queer Intimacies of Care}},
Journal = {{JOURNAL OF MEDICAL HUMANITIES}},
Year = {{2017}},
Volume = {{38}},
Number = {{1, SI}},
Pages = {{79-88}},
Month = {{MAR}},
Abstract = {{This article closely reads ``Chelsea Girls,{''} an autobiographical
   short story by Eileen Myles that depicts her experience caring for the
   diabetic, bipolar poet James Schuyler when she was a young writer
   getting started in East Village in the late 1970s. Their dependency
   relationship is a form of queer kinship, an early version of the caring
   relations between lesbians and gay men that HIV/AIDS would demand over
   the next two decades as chosen families emerged to nurture gay men and
   lesbians rejected by their families of origin. The representation of
   queer kinship offers an alternative to more traditional portrayals of
   care in literature that focus on the heteronormative family, a site of
   care that feminist dependency theory also paradoxically privileges. This
   article synthesizes insights from queer theory and critical disability
   studies in order to expand our understanding of the roles participants
   in care can play, the ways they can feel, and the outcomes they can
   achieve. Myles and Schuyler's dependency relationship was sustaining for
   both of them and also critical for her development as a pioneering
   lesbian poet in an art world still dominated by men.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rifkin, L (Reprint Author), Georgetown Univ, Washington, DC 20057 USA.
   Rifkin, Libbie, Georgetown Univ, Washington, DC 20057 USA.}},
DOI = {{10.1007/s10912-016-9415-3}},
ISSN = {{1041-3545}},
EISSN = {{1573-3645}},
Keywords = {{Dependency theory; Feminist theory of care; Queer theory; Attendant
   services; Mental disability; Eva Feder Kittay; Eileen Myles; James
   Schuyler}},
Keywords-Plus = {{DEPENDENCY}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{lsr@georgetown.edu}},
Funding-Acknowledgement = {{Georgetown University English Department Summer Grant}},
Funding-Text = {{This study was funded by a Georgetown University English Department
   Summer Grant.}},
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Number-of-Cited-References = {{32}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Med. Humanit.}},
Doc-Delivery-Number = {{GP4AV}},
Unique-ID = {{ISI:000440799400009}},
DA = {{2020-03-18}},
}

@article{ ISI:000407570400010,
Author = {Torlopova, Lyubov A.},
Title = {{THE GENEALOGY OF THE TERM ``DISABILITY{''}}},
Journal = {{VESTNIK TOMSKOGO GOSUDARSTVENNOGO
   UNIVERSITETA-FILOSOFIYA-SOTSIOLOGIYA-POLITOLOGIYA-TOMSK STATE UNIVERSITY
   JOURNAL OF PHILOSOPHY SOCIOLOGY AND POLITICAL SCIENCE}},
Year = {{2017}},
Volume = {{37}},
Pages = {{92-102}},
Month = {{MAR}},
Abstract = {{The anthropological turn in philosophy of the twenty-first century
   initiates an appeal to the concepts that previously did not cause
   philosophical interest. The terms ``disabled{''} and ``disability{''}
   are in their series. The relevance of the analysis of the genealogy of
   these concepts appears because of difficulties in determining their
   value, which is found not only at the stage of medical examination
   referring to a specific disability group, but also as a result of the
   ambiguity of meaning that this concept carries.
   The modern processes of globalization, coupled with the social
   determinants of health, create uncertainty and complicate long-term
   forecasting of norms and standards of health and non-health, including
   disability. The concept is blured what makes complicated the framing of
   its borders. The decision to bring the meanings of pluralism to the
   unity of values taken by WHO. With background of interdisciplinarization
   WHO as an intersectoral actor finds solution for contradiction and
   ambiguity in ``umbrella term{''} concept, which laid the basis for the
   concept of disability. This step is explained as the attempt to unite
   the existing definitions of disability at one and to create a unified
   discourse. But in this case, there are new challenges. For example, how
   to deal with too broad and abstract definition and its variations in the
   same paragraph on the website of WHO?
   To solve the difficulties of the definition with the background of
   arising pluralism of opinions, it is necessary to recognize the
   heterogeneity and relativism of the concept - instead of the ghosting of
   the concept to unity values. The concept of disability as a umbrella
   term explained complex phenomena, does not meet the demands of modern
   times. The convention between stakeholders is required in the existence
   of heterogeneous positions for its working well with each other and in
   different contexts.
   The reader is invited to address ``back to the heterogeneity{''}, but in
   a new holographically way, not complex. To do this, it is important to
   explicate pluralism and relativism of concepts by identifying historical
   forms and meanings of the disability concept and its possible (
   philosophical, cultural, medical etc.) interpretations.}},
Publisher = {{TOMSK STATE UNIV}},
Address = {{LENIN AVE, 36, TOMSK, 634050, RUSSIA}},
Type = {{Article}},
Language = {{Russian}},
Affiliation = {{Torlopova, LA (Reprint Author), Natl Res Tomsk State Univ, Tomsk, Russia.
   Torlopova, Lyubov A., Natl Res Tomsk State Univ, Tomsk, Russia.}},
DOI = {{10.17223/1998863X37/10}},
ISSN = {{1998-863X}},
EISSN = {{2311-2395}},
Keywords = {{disability; disability studies; genealogy of term}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{lyubovtorlopova@gmail.com}},
Cited-References = {{Albrecht G., 2001, HDB DISABILITY STUDI.
   Averina V.A., 2012, POLITOLOGIYA TOMSK S, V1, P141.
   Baudrillard J., 2000, PROZRACHNOST ZLA.
   Emelin V.A, 2013, NATSIONALNYY PSIKHOL, V1, P62.
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   Moser I., 2000, SCI CULTURE, V9, P201, DOI {[}DOI 10.1080/713695234, 10.1080/713695234].
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   Nancy J.-L, 1999, CORPUS.
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   Sokolov AB, 2009, DIALOG VREM, P190.
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   WHO, INV VOPR ZDRAV.
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   Yarskaya-Smirnova E.R, 1999, SOTSIOL ISSLED+, V4, P38.}},
Number-of-Cited-References = {{26}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Vestn. Tomsk. Gos. Univ. Filos.-Sotsiologiya-Politologiya}},
Doc-Delivery-Number = {{FD5KX}},
Unique-ID = {{ISI:000407570400010}},
DA = {{2020-03-18}},
}

@article{ ISI:000397302200002,
Author = {Heeney, Joanne},
Title = {{Disability and Social Movements (Interdisciplinary Disability Studies)}},
Journal = {{SOCIOLOGICAL RESEARCH ONLINE}},
Year = {{2017}},
Volume = {{22}},
Number = {{1}},
Month = {{FEB}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Heeney, J (Reprint Author), Univ York, York, N Yorkshire, England.
   Heeney, Joanne, Univ York, York, N Yorkshire, England.}},
ISSN = {{1360-7804}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Cited-References = {{Carling-Jenkins R., 2014, DISABILITY SOCIAL MO.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Sociol. Res. Online}},
Doc-Delivery-Number = {{EP3SO}},
Unique-ID = {{ISI:000397302200002}},
DA = {{2020-03-18}},
}

@article{ ISI:000394902800011,
Author = {O'Leary, Helen and Smart, Keith M. and Moloney, Niamh A. and Doody,
   Catherine M.},
Title = {{Nervous System Sensitization as a Predictor of Outcome in the Treatment
   of Peripheral Musculoskeletal Conditions: A Systematic Review}},
Journal = {{PAIN PRACTICE}},
Year = {{2017}},
Volume = {{17}},
Number = {{2}},
Pages = {{249-266}},
Month = {{FEB}},
Abstract = {{BackgroundResearch suggests that peripheral and central nervous system
   sensitization can contribute to the overall pain experience in
   peripheral musculoskeletal (MSK) conditions. It is unclear, however,
   whether sensitization of the nervous system results in poorer outcomes
   following the treatment. This systematic review investigated whether
   nervous system sensitization in peripheral MSK conditions predicts
   poorer clinical outcomes in response to a surgical or conservative
   intervention.
   MethodsFour electronic databases were searched to identify the relevant
   studies. Eligible studies had a prospective design, with a follow-up
   assessing the outcome in terms of pain or disability. Studies that used
   baseline indices of nervous system sensitization were included, such as
   quantitative sensory testing (QST) or questionnaires that measured
   centrally mediated symptoms.
   ResultsThirteen studies met the inclusion criteria, of which six were at
   a high risk of bias. The peripheral MSK conditions investigated were
   knee and hip osteoarthritis, shoulder pain, and elbow tendinopathy. QST
   parameters indicative of sensitization (lower electrical pain
   thresholds, cold hyperalgesia, enhanced temporal summation, lower
   punctate sharpness thresholds) were associated with negative outcome
   (more pain or disability) in 5 small exploratory studies. Larger studies
   that accounted for multiple confounders in design and analysis did not
   support a predictive relationship between QST parameters and outcome.
   Two studies used self-report measures to capture comorbid centrally
   mediated symptoms, and found higher questionnaire scores were
   independently predictive of more persistent pain following a total joint
   arthroplasty.
   ConclusionThis systematic review found insufficient evidence to support
   an independent predictive relationship between QST measures of nervous
   system sensitization and treatment outcome. Self-report measures
   demonstrated better predictive ability. Further high-quality prognostic
   research is warranted.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{O'Leary, H (Reprint Author), Univ Coll Dublin, Sch Publ Hlth Physiotherapy \& Sports Sci, Dublin 6, Ireland.
   O'Leary, Helen; Doody, Catherine M., Univ Coll Dublin, Sch Publ Hlth Physiotherapy \& Sports Sci, Dublin 6, Ireland.
   Smart, Keith M., St Vincents Univ Hosp, Physiotherapy Dept, Dublin, Ireland.
   Moloney, Niamh A., Macquarie Univ, Fac Med \& Hlth Sci, Sydney, NSW, Australia.}},
DOI = {{10.1111/papr.12484}},
ISSN = {{1530-7085}},
EISSN = {{1533-2500}},
Keywords = {{hyperalgesia; joint pain; musculoskeletal diseases; nervous system; pain
   threshold; treatment outcome}},
Keywords-Plus = {{TOTAL KNEE ARTHROPLASTY; LOW-BACK-PAIN; POSTOPERATIVE PAIN; LATERAL
   EPICONDYLALGIA; PROGNOSTIC INDICATORS; COLD HYPERALGESIA;
   HIP-ARTHROPLASTY; REFERENCE VALUES; GLOBAL BURDEN; PRIMARY-CARE}},
Research-Areas = {{Anesthesiology; Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Anesthesiology; Clinical Neurology}},
Author-Email = {{Helen.oleary1@gmail.com}},
ResearcherID-Numbers = {{O'Leary, Helen/O-7774-2014}},
ORCID-Numbers = {{Moloney, Niamh/0000-0001-5957-7224
   O'Leary, Helen/0000-0001-8867-1631}},
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Number-of-Cited-References = {{76}},
Times-Cited = {{17}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Pain Pract.}},
Doc-Delivery-Number = {{EL8XD}},
Unique-ID = {{ISI:000394902800011}},
DA = {{2020-03-18}},
}

@article{ ISI:000393754700001,
Author = {Berghs, Maria},
Title = {{Practices and discourses of ubuntu: Implications for an African model of
   disability?}},
Journal = {{AFRICAN JOURNAL OF DISABILITY}},
Year = {{2017}},
Volume = {{6}},
Month = {{JAN 31}},
Abstract = {{Background: Southern African scholars and activists working in
   disability studies have argued that ubuntu or unhu is a part of their
   world view.
   Objectives: Thinking seriously about ubuntu, as a shared collective
   humanness or social ethics, means to examine how Africans have framed a
   struggle for this shared humanity in terms of decolonisation and
   activism.
   Method: Three examples of applications of ubuntu are given, with two
   mainly linked to making explicit umaka. Firstly, ubuntu is linked to
   making visible the invisible inequalities for a common humanity in South
   Africa. Secondly, it becomes correlated to the expression of
   environmental justice in West and East African countries.
   Results: An African model of disability that encapsulates ubuntu is
   correlated to how Africans have illustrated a social ethics of a common
   humanity in their grassroots struggles against oppression and
   disablement in the 20th century. Ubuntu also locates disability
   politically within the wider environment and practices of sustainability
   which are now important to the post-2105 agenda, Convention on the
   Rights of Persons with Disabilities (CRPD) and the (UN) Sustainable
   Development Goals linked to climate change.
   Conclusion: A different kind of political action linked to social
   justice seems to be evolving in line with ubuntu. This has implications
   for the future of disability studies.}},
Publisher = {{AOSIS}},
Address = {{POSTNET SUITE 55, PRIVATE BAG X22, TYGERVALLEY, CAPE TOWN, 00000, SOUTH
   AFRICA}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.4102/ajod.v6.292}},
Article-Number = {{UNSP a292}},
ISSN = {{2223-9170}},
EISSN = {{2226-7220}},
Keywords-Plus = {{UKAMA}},
Research-Areas = {{Health Care Sciences \& Services}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services}},
Author-Email = {{mariaberghs@gmail.com}},
ORCID-Numbers = {{Berghs, Maria/0000-0002-6512-7921}},
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Number-of-Cited-References = {{38}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Afr. J. Disabil.}},
Doc-Delivery-Number = {{EK2JX}},
Unique-ID = {{ISI:000393754700001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000425846000121,
Author = {Kulkarni, Sushama and Fadewar, H. S.},
Book-Group-Author = {{IEEE}},
Title = {{Pedometric CAPTCHA for Mobile Internet Users}},
Booktitle = {{2017 2ND IEEE INTERNATIONAL CONFERENCE ON RECENT TRENDS IN ELECTRONICS,
   INFORMATION \& COMMUNICATION TECHNOLOGY (RTEICT)}},
Year = {{2017}},
Pages = {{600-604}},
Note = {{2nd IEEE International Conference on Recent Trends in Electronics,
   Information and Communication Technology (RTEICT), Sri Venkateshwara
   Coll Engn, Bangalore, INDIA, MAY 19-20, 2017}},
Organization = {{IEEE; IEEE Comp Soc; IEEE Bangalore Sect; Sri Venkateshwara Coll Engn,
   Dept Elect \& Commun Engn}},
Abstract = {{CAPTCHA requires proof of humanness, thus every CAPTCHA design strives
   to trace human skills in its user. Many human skills have been explored
   for designing robust CAPTCHA. In this paper we propose a novel CAPTCHA
   design for mobile devices. Proposed Pedometric CAPTCHA uses human
   capability of walking. This paper aims to provide algorithm for
   implementing Pedometric CAPTCHA, analyze its' usability for persons with
   various disabilities, perform security analysis and study of user
   experience. As attacks on CAPTCHA are performed by software bots, human
   capability of walking or creating acceleration in a mobile device can be
   effectively used to thwart bots. Usability analysis shows that
   Pedometric CAPTCHA is accessible for almost all types of disabilities
   except for the complete motor disability. Study of user experience
   depicts that 92.2\% of the 64 volunteers found the Pedometric CAPTCHA
   interface to be easy to navigate.}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Kulkarni, S (Reprint Author), SRTM Univ, Sch Computat Sci, Nanded, India.
   Kulkarni, Sushama; Fadewar, H. S., SRTM Univ, Sch Computat Sci, Nanded, India.}},
ISBN = {{978-1-5090-3704-9}},
Keywords = {{Completely Automatic Public Turing test to tell Computer and Human Apart
   (CAPTCHA); Mobile; Web security; Pedometer; Bots}},
Research-Areas = {{Engineering; Telecommunications}},
Web-of-Science-Categories  = {{Engineering, Electrical \& Electronic; Telecommunications}},
Author-Email = {{sushama.s.kulkarni@gmail.com
   fadewar\_hsf@yahoo.com}},
Cited-References = {{Almazyad A.S., 2011, P INT C INF SCI APPL, P1, DOI DOI 10.1109/ICISA.2011.5772421.
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   W. J. Crowcroft, INTR MOTIONCAPTCHA S.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Doc-Delivery-Number = {{BJ5EQ}},
Unique-ID = {{ISI:000425846000121}},
DA = {{2020-03-18}},
}

@article{ ISI:000410760900011,
Author = {Chrysostomou, Marianna and Symeonidou, Simoni},
Title = {{Education for disability equality through disabled people's life stories
   and narratives: working and learning together in a school-based
   professional development programme for inclusion}},
Journal = {{EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION}},
Year = {{2017}},
Volume = {{32}},
Number = {{4}},
Pages = {{572-585}},
Abstract = {{This paper reports on the findings of an action research project that
   took place in a primary school in Cyprus. A professional development
   programme was devised with contributions from teachers involved in the
   research. The programme was aimed at helping teachers to map the
   difficulties they encounter when working with their students on
   disability-related issues (e.g. attitudes towards disabled children and
   adults, disabled people's rights, disabled people's views about social
   inequalities). Theoretical concepts from Inclusive Education and
   Disability Studies informed the design of a programme in which disabled
   people's own views and narratives of their lives or significant life
   incidences (e.g. found in interviews and published work) were used to
   help teachers confront their preconceptions about disability issues and
   think of new approaches to discuss disability with their students. The
   findings suggest that this is a promising approach. These include
   teachers' understanding of disability as a social rather than a medical
   issue, increased confidence in discussing disability issues with
   students and curriculum enrichment through the use of disabled people's
   narratives. This discussion maps the process through which teachers
   learn and teach using disabled people's life stories, and draws links
   with international research and theoretical standpoints.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Symeonidou, S (Reprint Author), Univ Cyprus, Dept Educ, Inclus Educ, Nicosia, Cyprus.
   Chrysostomou, Marianna, Univ Cyprus, Univ Cyprus Alumna, Dept Educ, Nicosia, Cyprus.
   Symeonidou, Simoni, Univ Cyprus, Dept Educ, Inclus Educ, Nicosia, Cyprus.}},
DOI = {{10.1080/08856257.2017.1297574}},
ISSN = {{0885-6257}},
EISSN = {{1469-591X}},
Keywords = {{Teacher professional development; disability equality; disabled people's
   life stories; inclusive education; action research; curriculum
   development}},
Keywords-Plus = {{ATTITUDES; ART}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{symeonidou.simoni@ucy.ac.cy}},
Cited-References = {{Ainscow M., 2004, INT J INCLUSIVE EDUC, V8, P125, DOI DOI 10.1080/1360311032000158015.
   Allan J, 2014, CAMB J EDUC, V44, P511, DOI 10.1080/0305764X.2014.921282.
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   Avramidis E., 2002, EUROPEAN J SPECIAL N, V17, P129, DOI DOI 10.1080/08856250210129056.
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   Symeonidou S, 2009, INT J INCLUSIVE EDUC, V13, P565, DOI 10.1080/13603110801972069.
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   Zuber-Skerritt O, 2001, EFFECTIVE CHANGE MAN, P1.}},
Number-of-Cited-References = {{41}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Eur. J. Spec. Needs Educ.}},
Doc-Delivery-Number = {{FG9LP}},
Unique-ID = {{ISI:000410760900011}},
DA = {{2020-03-18}},
}

@article{ ISI:000401985500010,
Author = {Bolt, David},
Title = {{Enabling the classroom and the curriculum: higher education, literary
   studies and disability}},
Journal = {{JOURNAL OF FURTHER AND HIGHER EDUCATION}},
Year = {{2017}},
Volume = {{41}},
Number = {{4}},
Pages = {{556-565}},
Abstract = {{In this article the tripartite model of disability is applied to the
   lived experience of twenty-first-century higher education. The
   tripartite model facilitates a complex understanding of disability that
   recognises assumptions and discrimination but not at the cost of valued
   identity. This being so, not only the normative positivisms and
   non-normative negativisms but also the non-normative positivisms of the
   classroom and the curriculum are explored. Inclusion is taken as the
   starting point and the argument progresses to a profound and
   innovational appreciation of disability. The problem addressed is that
   inclusion, as shown in The Biopolitics of Disability, constitutes little
   more than inclusion-ism until disability is recognised in the context of
   alternative lives and values that neither enforce nor reify normalcy.
   Informed by this understanding, the article adopts the disciplinary
   example of literary studies and refers to Brian Friel's Molly Sweeney as
   a primary text. The conclusion is that, despite passive and active
   resistance, disability enters higher education in many ways, most of
   which are beneficial to students and educators alike.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bolt, D (Reprint Author), Liverpool Hope Univ, Ctr Culture \& Disabil Studies, Liverpool, Merseyside, England.
   Bolt, David, Liverpool Hope Univ, Ctr Culture \& Disabil Studies, Liverpool, Merseyside, England.}},
DOI = {{10.1080/0309877X.2015.1135888}},
ISSN = {{0309-877X}},
EISSN = {{1469-9486}},
Keywords = {{literary studies; disability studies; curricular reform; inclusion;
   tripartite model of disability}},
Keywords-Plus = {{ABLEISM; DISABLISM; HAPPINESS; STUDENTS; STRUGGLE; PEOPLE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{boltd@hope.ac.uk}},
ORCID-Numbers = {{Bolt, David/0000-0002-5233-1675}},
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Number-of-Cited-References = {{64}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{J. Furth. High. Educ.}},
Doc-Delivery-Number = {{EV7TW}},
Unique-ID = {{ISI:000401985500010}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000393319100001,
Author = {Yoshimura, Noriko and Muraki, Shigeyuki and Nakamura, Kozo and Tanaka,
   Sakae},
Title = {{Epidemiology of the locomotive syndrome: The research on
   osteoarthritis/osteoporosis against disability study 2005-2015}},
Journal = {{MODERN RHEUMATOLOGY}},
Year = {{2017}},
Volume = {{27}},
Number = {{1}},
Pages = {{1-7}},
Month = {{JAN}},
Abstract = {{Although locomotive organ disorders are major causes of disability and
   require support, little information is available regarding their
   epidemiology. Prevalence and co-existence of locomotive organ disorders
   including knee osteoarthritis (KOA), lumbar spondylosis (LS), hip
   osteoarthritis, and osteoporosis have been determined from baseline
   results of the Research on Osteoarthritis/Osteoporosis Against
   Disability (ROAD) study. KOA, LS, and hip osteoarthritis overlap in the
   population, while KOA and LS co-exist in 42.0\% of people. Mutual
   associations between locomotive organ disorders, metabolic syndrome
   components, and mild cognitive impairment were found using baseline and
   3-year follow-up data from the ROAD study. Logistic regression analysis
   showed that hypertension, impaired glucose tolerance, and mild cognitive
   impairment increase the risk of KOA. Osteoporosis at L2-4 was
   significantly influenced by the presence of femoral neck osteoporosis,
   and vice versa. In turn, excess weight was inversely associated with the
   occurrence of femoral neck osteoporosis. Finally, data from the 3rd
   survey (7-year follow-up) were used to calculate the prevalence of the
   locomotive syndrome using tests proposed by the Japanese Orthopaedic
   Association for assessing the risk of developing locomotive syndrome.
   Subsequently, the age-sex prevalence of stage 1 and stage 2 locomotive
   syndrome was estimated at 69.8\% and 25.1\%, respectively.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Yoshimura, N (Reprint Author), Univ Tokyo, Dept Joint Dis Res, 22nd Century Med \& Res Ctr, Bunkyo Ku, Hongo 7-3-1, Tokyo 1138655, Japan.
   Yoshimura, Noriko; Muraki, Shigeyuki, Univ Tokyo, Dept Joint Dis Res, 22nd Century Med \& Res Ctr, Bunkyo Ku, Hongo 7-3-1, Tokyo 1138655, Japan.
   Nakamura, Kozo, Natl Rehabil Ctr Persons Disabil, Saitama, Japan.
   Tanaka, Sakae, Univ Tokyo, Grad Sch Med, Dept Orthopaed Surg Sensory \& Motor Syst Med, Bunkyo Ku, Tokyo, Japan.}},
DOI = {{10.1080/14397595.2016.1226471}},
ISSN = {{1439-7595}},
EISSN = {{1439-7609}},
Keywords = {{Disability; Locomotive syndrome; Metabolic syndrome; Mild cognitive
   impairment; Osteoarthritis; Osteoporosis}},
Keywords-Plus = {{DIAGNOSTIC-CRITERIA; SOCIETY}},
Research-Areas = {{Rheumatology}},
Web-of-Science-Categories  = {{Rheumatology}},
Author-Email = {{yoshimuran-ort@h.u-tokyo.ac.jp}},
ResearcherID-Numbers = {{Tanaka, Sakae/Y-3061-2019}},
ORCID-Numbers = {{Tanaka, Sakae/0000-0001-9210-9414}},
Funding-Acknowledgement = {{Ministry of Health, Labour and WelfareMinistry of Health, Labour and
   Welfare, Japan {[}H17-Men-eki-009, H20-Choujyu-009, H23-Choujyu-002,
   H-25Choujyu-007, H25Nanchitou(Men)-005]; Scientific Research
   {[}B26293139, B23390172, B20390182]; Challenging Exploratory
   ResearchMinistry of Education, Culture, Sports, Science and Technology,
   Japan (MEXT)Japan Society for the Promotion of ScienceGrants-in-Aid for
   Scientific Research (KAKENHI) {[}15K15219, 24659317]; Collaborating
   Research; NSFNational Science Foundation (NSF) {[}08033011-00262];
   Ministry of Education, Culture, Sports, Science and Technology in
   JapanMinistry of Education, Culture, Sports, Science and Technology,
   Japan (MEXT) {[}23659580]; Japan Osteoporosis SocietyJapan Osteoporosis
   Society; Japan Osteoporosis FoundationJapan Osteoporosis Foundation;
   Japanese Orthopaedic Association (JOA-Subsidized Science Project
   Research) {[}2006-1, 2010-2, 2014-1];  {[}B23390356];  {[}C20591774]}},
Funding-Text = {{This work was supported by a Grant-in-Aid H17-Men-eki-009 (Director,
   Kozo Nakamura), H20-Choujyu-009 (Director, Noriko Yoshimura),
   H23-Choujyu-002 (Director, Toru Akune), H-25Choujyu-007 (Director,
   Noriko Yoshimura), and H25Nanchitou(Men)-005 (Director, Sakae Tanaka) of
   the Ministry of Health, Labour and Welfare; and Scientific Research
   B26293139, B23390172, B20390182, Challenging Exploratory Research
   15K15219, 24659317, and Collaborating Research with NSF 08033011-00262
   to Noriko Yoshimura; B23390356, C20591774, and Challenging Exploratory
   Research 23659580 to Shigeyuki Muraki from the Ministry of Education,
   Culture, Sports, Science and Technology in Japan. This study was also
   supported by grants from the Japan Osteoporosis Society (Noriko
   Yoshimura and Shigeyuki Muraki), Japan Osteoporosis Foundation (2015,
   Noriko Yoshimura), and research aid from the Japanese Orthopaedic
   Association (JOA-Subsidized Science Project Research 2006-1 \& 2010-2;
   Director, Hiroshi Kawaguchi, 2014-1; Director, Kozo Nakamura).}},
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Number-of-Cited-References = {{21}},
Times-Cited = {{21}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Mod. Rheumatol.}},
Doc-Delivery-Number = {{EJ6HD}},
Unique-ID = {{ISI:000393319100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000445058900037,
Author = {Peters, Meg},
Title = {{How Bell Canada Capitalises on the Millennial: Affective Labour,
   Intersectional Identity, and Mental Health}},
Journal = {{OPEN CULTURAL STUDIES}},
Year = {{2017}},
Volume = {{1}},
Number = {{1}},
Pages = {{395-405}},
Month = {{JAN}},
Abstract = {{Since 2010, the large telecommunications company, Bell Canada, has
   invited Canadians to ``break the stigma{''} around mental illness
   through a campaign called \#BellLetsTalk. The campaign claims to donate
   millions to mental health initiatives, aiming to also ``start a
   conversation{''} about mental health online. In large part, the Bell
   Let's Talk campaign depends on the position of the millennial as a
   social media user with a real stake in conversations revolving around
   mental health. I highlight how the term ``mental health{''} is often
   correlated to normative affect and behaviour, pointing to the importance
   of an intersectional understanding of mental health. Colonialism is also
   at play here, as the Bell campaign donates to Indigenous communities,
   but fails to address how psychiatric intervention is often a colonial
   process in itself. Through a feminist and critical disability studies
   lens, I critique Bell for its seemingly apolitical ad campaign, arguing
   that it bolsters normative narratives around psychological distress and
   its place in neoliberal corporations and colonial Canada.}},
Publisher = {{SCIENDO}},
Address = {{DE GRUYTER POLAND SP Z O O, BOGUMILA ZUGA 32A STR, 01-811 WARSAW, POLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Peters, M (Reprint Author), Univ Ottawa, Inst Feminist \& Gender Studies, Ottawa, ON K1N 6N5, Canada.
   Peters, Meg, Univ Ottawa, Inst Feminist \& Gender Studies, Ottawa, ON K1N 6N5, Canada.}},
DOI = {{10.1515/culture-2017-0037}},
ISSN = {{2451-3474}},
Keywords = {{Bell Let's Talk; millennials; mental health crisis; corporate social
   responsibility}},
Research-Areas = {{Cultural Studies}},
Web-of-Science-Categories  = {{Cultural Studies}},
Author-Email = {{Mpete090@uottawa.ca}},
Cited-References = {{Ahmed S, 2010, PROMISE HAPPINESS.
   Ahmed S, 2014, CULTURAL POLITICS OF EMOTION, 2ND EDITION, P20.
   {[}Anonymous], 2015, YOUTUBE.
   {[}Anonymous], 2017, BELL LETS TALKV.
   {[}Anonymous], 2016, YOUTUBE.
   {[}Anonymous], 2017, BELL LETS TALK.
   {[}Anonymous], 2014, BBC NEWS EUROPE 0418.
   boyd d., 2014, ITS COMPLICATED SOCI.
   Braedley Susan, 2012, CANADIAN WOMENS STUD, V29, P71.
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   Burstow Bonnie, 2013, MAD MATTERS CRITICAL, P79.
   Caroll Archie, 2015, ORGAN DYN, V44, P87.
   Clare Eli, 2017, BRILLIANT IMPERFECTI.
   Cvetkovich A., 2012, DEPRESSION PUBLIC FE.
   de Leeuw S, 2010, INT J MENT HEALTH AD, V8, P282, DOI 10.1007/s11469-009-9225-1.
   Duggan L, 2003, TWILIGHT EQUALITY NE.
   Jarrett K, 2016, ROUTL STUD NEW MEDIA.
   Johnson AH, 2015, SOCIOL COMPASS, V9, P803, DOI 10.1111/soc4.12297.
   Kafer Alison, 2013, FEMINIST QUEER CRIP.
   Kruisselbrink F. A, 2013, COLL Q, V16, P1.
   Lafrance M., 2014, WOMEN VOICING RESIST, P141.
   Martin E, 2007, BIPOLAR EXPEDITION: MANIA AND DEPRESSION IN AMERICAN CULTURE, P1.
   Mollow Anna, 2006, MELUS, V31, P67, DOI DOI 10.1093/MELUS/31.3.67.
   Orr Celeste, 2015, OTTAWA CITIZEN.
   Paasonen S, 2011, COMMUNICATIONS-GER, V36, P335, DOI 10.1515/COMM.2011.017.
   Reaume G, 2006, RADICAL HIST REV, P170.
   Rosenbaum PJ, 2015, J COLL STUD PSYCHOTH, V29, P179, DOI 10.1080/87568225.2015.1045780.
   Rubin JD, 2015, CULT HEALTH SEX, V17, P512, DOI 10.1080/13691058.2014.994229.
   Shafi Hana, 2016, CITYSCAPE.
   Strover S, 2013, ROUT RES INF TECHNOL, V15, P132.
   Ussher JM, 2011, WOMEN PSYCHOL, P1.
   Walrave M, 2016, YOUTH 2 0 SOCIAL MED.
   Weldon Tori, 2017, CBC NEWS.
   Westlake EJ, 2008, TDR-DRAMA REV-J PERF, V52, P21, DOI 10.1162/dram.2008.52.4.21.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Open Cult. Stud.}},
Doc-Delivery-Number = {{GU1WW}},
Unique-ID = {{ISI:000445058900037}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000441174300011,
Author = {Tatara, Naoe and Giannoumis, G. Anthony},
Editor = {{Berg, A and Bohemia, E and Buck, L and Gulden, T and Kovacevic, A and Pavel, N}},
Title = {{CULTIVATING A UNIVERSAL DESIGN MINDSET IN YOUNG STUDENTS}},
Booktitle = {{BUILDING COMMUNITY: DESIGN EDUCATION FOR A SUSTAINABLE FUTURE}},
Series = {{E\&PDE}},
Year = {{2017}},
Pages = {{62-67}},
Note = {{19th International Conference on Engineering and Product Design
   Education (E\&PDE), Akershus Univ Coll Appl Sci, Oslo, NORWAY, SEP
   07-08, 2017}},
Organization = {{HiOA Univ, Inst Prod Design}},
Abstract = {{Universal Design (UD) is an approach to promoting an inclusive society
   with equity as a central focus. With trends in globalization and
   population aging, it is critical to cultivate a UD-oriented mindset
   among younger people who will be responsible for promoting a more
   democratic and sustainable society. However, the challenge remains to
   convince students in higher education of the importance of UD. One
   potential reason is the common misunderstanding that UD is only
   dedicated to persons with disabilities, and thus, possibly due to the
   social stigma associated with disability, students deem UD irrelevant in
   many cases. Another potential reason is an unfamiliarity with the
   principles associated with UD as well as situations where they
   experience any inability or discomfort using a nonuniversally designed
   product, service or environment. On the other hand, human/user-centred
   design (UCD) is supported by the ISO standard 9241-210: 2010 and has
   been more widely recognized as a fundamental approach to successful
   design and development of a product, especially in the field of
   human-computer interaction. The lack of a UD-oriented mindset may
   unconsciously limit the image of ``users{''} within their knowledge, and
   hence the potential diversity in user traits or use situations could be
   neglected. In other words, if the students experience UD as beneficial
   for themselves, it could provide a useful basis for recognizing the
   importance and impact of UD. By taking two international student
   projects as cases, this study retrospectively discusses how such tactics
   may effectively cultivate a UD mindset among graduate-level students.}},
Publisher = {{DESIGN SOC}},
Address = {{109 DUNDEE DRIVE, GLASGOW, G52 3HL, SCOTLAND}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Tatara, N (Reprint Author), Oslo \& Akershus Univ Coll Appl Sci, Fac Technol Art \& Design, Dept Comp Sci, Oslo, Norway.
   Tatara, Naoe; Giannoumis, G. Anthony, Oslo \& Akershus Univ Coll Appl Sci, Fac Technol Art \& Design, Dept Comp Sci, Oslo, Norway.}},
ISBN = {{978-1-904670-84-1; 978-1-904670-85-8}},
Keywords = {{Universal Design; Education; Case study; User Centred Design;
   Practice-Based Learning}},
Keywords-Plus = {{ACCESSIBILITY}},
Research-Areas = {{Education \& Educational Research; Engineering}},
Web-of-Science-Categories  = {{Education, Scientific Disciplines; Engineering, Industrial}},
Cited-References = {{Aizpurua A., 2016, INT J HUMAN COMPUTER.
   {[}Anonymous], 2010, 92412102010 ISO.
   Begnum M. E. N., 2016, INT C COMP HELP PEOP.
   Bennett A., 2014, PROCESS TRACING.
   Benyon D., 2005, DESIGNING INTERACTIV.
   BERG BL, 2001, QUALITATIVE RES METH.
   Blanck P, 2014, CAMB DISABIL LAW POL, P1, DOI 10.1017/CBO9781107280151.
   Burgstahler S., 2014, REV DISABILITY STUDI, V1.
   CAST, 2011, UN DES LEARN GUID.
   Dong H, 2010, J ENG DESIGN, V21, P237, DOI 10.1080/09544820903262330.
   Easton C, 2012, INT J LAW INFORM TEC, V20, P19, DOI 10.1093/ijlit/ear015.
   Ferati M., 2016, INT C HUM COMP INT.
   George AL, 2005, CASE STUDIES THEORY.
   Giannoumis GA, 2016, STUD HEALTH TECHNOL, V229, P492, DOI 10.3233/978-1-61499-684-2-492.
   Gossett A, 2009, DISABIL REHABIL-ASSI, V4, P439, DOI 10.3109/17483100903100301.
   Harpur Paul, 2013, NO KENTUCKY LAW REV, V40, P529.
   ISO, 2002, 16982 ISOTR.
   Jaeger Paul T., 2015, 1 MONDAY, V20, P9.
   Kelly B, 2009, DISABIL REHABIL-ASSI, V4, P212, DOI 10.1080/17483100902903408.
   LAWSON A, 2008, DISABILITY EQUALITY.
   Leiter M P, 2015, WEB ACCESSIBILITY IM, P1.
   Lid IM, 2013, SCAND J DISABIL RES, V15, P203, DOI 10.1080/15017419.2012.724445.
   Mahoney J., 2007, OXFORD HDB COMP POLI.
   Norman D. A., 1986, USER CTR SYSTEM DESI, P3.
   Norman DA., 2013, DESIGN EVERYDAY THIN.
   Orozco A., 2016, INT C UN ACC HUM COM.
   Petrie H., 2007, P SIGCHI C HUM FACT.
   Petrie H., 2006, P CONVIVIO FAC FOR T.
   Ragin C., 1987, COMP METHOD MOVING Q.
   Rau P, 2013, EDIN CRIT STUD WAR, P1, DOI 10.3366/edinburgh/9780748668649.001.0001.
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   Ritter Frank E, 2014, FDN DESIGNING USER C, P33, DOI DOI 10.1007/978-1-4471-5134-0\_2.
   Romen D, 2012, UNIVERSAL ACCESS INF, V11, P375, DOI 10.1007/s10209-011-0259-3.
   Silverman D., 1993, INTERPRETING QUALITA.
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   Weiss R. S., 1994, LEARNING STRANGERS A.
   Whittle R., 2007, CITIZENSHIP NORDIC W.
   Yin R. K., 2013, CASE STUDY RES DESIG.}},
Number-of-Cited-References = {{39}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BK7CG}},
Unique-ID = {{ISI:000441174300011}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000437178100018,
Author = {Saraswathi, P. and Nagadeepa, N.},
Editor = {{Niranjan, SK and Kurian, MZ and Siddappa, M}},
Title = {{PROTOTYPE MODEL TO IMPROVE THE QUALITY OF DISABILITY STUDENTS
   PERFORMANCE TOWARDS MINING TECHNOLOGY}},
Booktitle = {{PROCEEDINGS OF THE 2017 3RD INTERNATIONAL CONFERENCE ON APPLIED AND
   THEORETICAL COMPUTING AND COMMUNICATION TECHNOLOGY (ICATCCT)}},
Year = {{2017}},
Pages = {{100-103}},
Note = {{3rd International Conference on Applied and Theoretical Computing and
   Communication Technology (iCATccT), Sri Siddhartha Inst Technol, Tumkur,
   INDIA, DEC 21-23, 2017}},
Organization = {{IEEE Bangalore Sect; IEEE; IEEE Consumer Elect Soc, Malaysia Chapter}},
Abstract = {{In today's world, disability students are still lingering and hampering
   for their academic performance. E-learning is an area of learning
   background and fewer barriers for disability students. It is mainly used
   in knowledge discovery to grow the educational research. SRM in mining
   approach focus to find the strong relationship between the variables.
   The existing algorithm deals with static data by rescanning the
   database. The disadvantage of existing work needs more number of cycles
   to execute the algorithm. To overcome these disadvantages, the proposed
   work aims to enhance the performance of disability students using
   assistive tools with ICT to achieve their goals. In order to improve the
   efficiency, this research work develops the e-LSDS Model with the use of
   Rule Gain algorithm to find relevant rules according to the measures
   reduce the number of cycles at the time of execution. The experimental
   study proves the strong rule with less number of cycles improves the
   learning gains for the disability students.}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Saraswathi, P (Reprint Author), Bharathiar Univ, Coimbatore, Tamil Nadu, India.
   Saraswathi, P., Bharathiar Univ, Coimbatore, Tamil Nadu, India.
   Nagadeepa, N., Karur Velalar Coll Arts \& Sci Women, Kuppam Po, Karur 639111, India.}},
ISBN = {{978-1-5386-1144-9}},
Keywords = {{ICT; e-Learning; Measures; SRM; Assistive tool}},
Research-Areas = {{Computer Science; Engineering; Telecommunications}},
Web-of-Science-Categories  = {{Computer Science, Theory \& Methods; Engineering, Electrical \&
   Electronic; Telecommunications}},
Author-Email = {{saisaraswathi.research@gmail.com
   nagadeepa1012@gmail.com}},
Cited-References = {{Alnandi Ghaleb, 2014, TURKISH ONLINE J ED.
   Antiova Klara, 2011, INFORM MANAGEMENT.
   Barrett B. G., USING E LEARNING STR.
   Capita Susana, 2012, ELSEVIER PROCEDIA CO.
   Castro F, 2007, APPL DATA MINING TEC, P183.
   Chee Ken Nee, 2016, ED TECHNOLOGY SOC.
   Hughes Glyn, 2015, UTILIZATION DATA ANA.
   Laabidi Mohsen, 2013, J JING SAUD U ELSEVI.
   Liu Gunnel, 2003, 3 INT C DAT MIN.
   Obradovi Svetlana, 2015, ELSEVIER PROCEDIA SO.
   Oladipupo O.O, 2010, INT J COMPUTER SOC S, V4, P200.
   Perera NT, 2012, INT CONF ADV ICT, P156, DOI 10.1109/ICTer.2012.6423026.
   Pham Thi-Thiet, 2013, INT J INNOVATIVE COM, V9.
   Romero C., 2007, EXPERT SYSTEMS APPL.
   Romero Cristobal, 2013, DATA MINING ED.
   Tan Pand-Ning, 2004, ELSEVIER INFORM SYST.
   Tandale Pranshant G., 2015, INT J RECENT INNOVAT, V3.
   Velma S, 2017, CORRELATION TXB USAG.
   Wright Aileen P., 2014, J BIOMEDICAL INFORM.
   Zaki Mohammed J., 2001, SPADE EFFICIENT ALGO.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BK4RO}},
Unique-ID = {{ISI:000437178100018}},
DA = {{2020-03-18}},
}

@article{ ISI:000435508600024,
Author = {Ng, Isla},
Title = {{How It Feels to Be Wired In: On the Digital Cyborg Politics of Mental
   Disability}},
Journal = {{ATLANTIS-CRITICAL STUDIES IN GENDER CULTURE \& SOCIAL JUSTICE}},
Year = {{2017}},
Volume = {{38}},
Number = {{2}},
Pages = {{160-170}},
Abstract = {{This article explores the ways dominant theories of the online self
   depend on ableist assumptions about mind and embodiment. By drawing from
   disability studies critiques of Cyborg Manifesto, I suggest that the
   oft-romanticized notion of digital hybridity assumes a non-disabled
   subject, and consequently renders the relationship between mentally
   disabled people and digital technology problematic.}},
Publisher = {{MOUNT SAINT VINCENT UNIV, INST STUDY WOMEN}},
Address = {{MOUNT SAINT VINCENT UNIV, INST STUDY WOMEN, HALIFAX, NS B3M 2J6, CANADA}},
Type = {{Editorial Material}},
Language = {{English}},
ISSN = {{0702-7818}},
EISSN = {{1715-0698}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
Cited-References = {{Alcoff Linda Martin, 2006, VISIBLE IDENTITIES R, P85.
   Baym N. K., 2006, CRITICAL CYBERCULTUR, P79.
   Broder M., 2016, SO SAD TODAY PERSONA.
   Broder Melissa, TWITTER.
   Case Amber, 2010, WE ARE ALL CYBORGS N.
   Chun Wendy, 2006, CONTROL FREEDOM POWE.
   Cover Rob, 2014, IDENTITY TECHNOLOGIE, P55.
   Dewey Caitlin, 2015, WASHINGTON POST.
   Fanning Rory, 2012, WHY WAS STEPHON WATT.
   Fincher David, 2010, SOCIAL NETWORK.
   Fraser N., 1990, SOCIAL TEXT, V25, P56, DOI DOI 10.2307/466240.
   Gray Mary L, 2013, IDENTITY TECHNOLOGIE, P167.
   HARAWAY D, 2000, CYBERCULTURES READER, P291.
   Jack J, 2014, AUTISM AND GENDER: FROM REFRIGERATOR MOTHERS TO COMPUTER GEEKS, P105.
   Kafer Alison, 2013, FEMINIST QUEER CRIP, P103.
   Kiss J., 2015, GUARDIAN.
   Kivanc Jake, 2016, VICE.
   Klass Perri M.D, 2010, NY TIMES.
   Mlotek Haley, 2016, NEW YORKER.
   Nadesan Majia, 2005, CONSTRUCTING AUTISM.
   Nakamura Lisa, 2008, IDENTITY TECHNOLOGIE, P42.
   Poldrack Russell, 2010, HUFFINGTON POST.
   Price Margaret, 2011, MAD SCH RHETORICS ME.
   Siebers Tobin., 2010, DISABILITY AESTHETIC.
   Siebers Tobin, 2008, DISABILITY THEORY.
   Smith Sidonie, 2014, IDENTITY TECHNOLOGIE, P75.
   Solden Sari, 2012, WOMEN ATTENTION DEFI.
   Travers A, 2003, SOCIOL PERSPECT, V46, P223, DOI 10.1525/sop.2003.46.2.223.}},
Number-of-Cited-References = {{28}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Atlantis-Crit. Stud. Gend. Cult. Soc. Justice}},
Doc-Delivery-Number = {{GJ6QJ}},
Unique-ID = {{ISI:000435508600024}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000429975303083,
Author = {Shavit, Pnina and Moshe, Anat},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{SOURCES OF SUPPORT FOR STUDENTS WITH DISABILITIES STUDYING AT
   INSTITUTIONS OF HIGHER EDUCATION TO NURTURE SELF-DETERMINATION AND
   SELF-ADVOCACY}},
Booktitle = {{10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION
   (ICERI2017)}},
Series = {{ICERI Proceedings}},
Year = {{2017}},
Pages = {{3469-3473}},
Note = {{10th Annual International Conference of Education, Research and
   Innovation (ICERI), Seville, SPAIN, NOV 16-18, 2017}},
Abstract = {{There has been a consistent increase in recent decades in the number of
   students with disabilities studying at institutions of higher education.
   This trend reflects the growing importance of education and its central
   role in the social, economic, and personal development of people with
   disabilities.
   Two major foci affect a student's ability to succeed in academia:
   ``external{''} and ``internal.{''} The external focus is the support
   students receive from their environment; internal is the student's own
   self-determination and self-advocacy. Individuals with disabilities can
   succeed in academia if they develop both foci.
   Studies show that a lack of self-determination or self-advocacy in
   people with disabilities is not necessarily a result of the disability
   itself. In fact, in an encouraging and supportive environment,
   self-determination and self-advocacy are expressed no matter what the
   nature of the disability-cognitive, sensory, physical, or mental. In
   environments that allow choice, self-expression, and academic
   realization and accessibility, levels of self-advocacy and
   self-determination rise.
   The purpose of this study is to determine whether a difference in
   self-determination and self-advocacy can be detected between students
   with learning (cognitive) disabilities and students with hearing
   (sensory) disabilities in institutions of higher education can be
   correlated with defined sources of support: family or academic.
   Thirty-eight students between the ages of 22 and 26 participated in the
   study which made use of an AIR questionnaire (Wolman et al., 1994)
   translated into Hebrew. The results of the study indicate that in all
   cases regarding self-determination and self-advocacy, students with
   hearing impairment appraise themselves higher than students with
   learning disabilities. In addition, students with hearing impairment
   regarded both sources of support (academic and family) to be more
   significant to them than did the students with learning disabilities.
   The suggested conclusion is that hearing-impaired students are able to
   exploit internal and external foci more than the students with learning
   disabilities.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION \& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Shavit, P (Reprint Author), Beit Berl Acad Coll, Dept Special Educ, Kefar Sava, Israel.
   Shavit, Pnina; Moshe, Anat, Beit Berl Acad Coll, Dept Special Educ, Kefar Sava, Israel.}},
ISSN = {{2340-1095}},
ISBN = {{978-84-697-6957-7}},
Keywords = {{sources of support; self-advocacy; students with disabilities}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Brown I., 2010, CONT ISSUES INTELLEC, P255.
   Burgstahler S, 2006, J POSTSECONDARY ED D, V18, P135.
   Getzel E. E., 2005, GOING COLL EXPANDING, P139.
   Getzel EE, 2008, CAREER DEV TRANSIT E, V31, P77, DOI 10.1177/0885728808317658.
   Murray C, 2014, J DIVERS HIGH EDUC, V7, P31, DOI 10.1037/a0035777.
   Newman Lynn, 2011, 20113005 NCSER SRI I.
   Shavit P., 2016, IM PARTNER HUMANISTI.
   Stodden R. A, 2005, TASH CONNECTIONS, V2, P4.
   Thoma C.A., 2005, GOING COLL EXPANDING, P49.
   Wilson K., 2000, J VOCATIONAL REHABIL, V14, P37.}},
Number-of-Cited-References = {{10}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BJ9XB}},
Unique-ID = {{ISI:000429975303083}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000429975307019,
Author = {Lorenzo, G. and Lledo, A. and Arraez, G. and Lorenzo-Lledo, A. and
   Gomez-Puerta, M.},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{USING INFORMATION COMMUNICATION TECHNOLOGY TO ADAPT CURRICULUM FOR
   DISABILITY STUDENTS ON UNIVERSITY CONTEXT}},
Booktitle = {{10TH INTERNATIONAL CONFERENCE OF EDUCATION, RESEARCH AND INNOVATION
   (ICERI2017)}},
Series = {{ICERI Proceedings}},
Year = {{2017}},
Pages = {{7013-7017}},
Note = {{10th Annual International Conference of Education, Research and
   Innovation (ICERI), Seville, SPAIN, NOV 16-18, 2017}},
Abstract = {{Nowadays technology has produced important improvement in our society in
   different fields like Education. Therefore, it can be used to respond
   one of the most important features in our civilization: diversity.
   Moreover, in our classes, students have different learning process where
   the materials have to be adapted. The aim of our study is to create an
   adapted curriculum for disability students on University context using
   ICT. More specifically, our proposal has been focused on one student
   with ASD. In our methodology, the student had the lesson notes before it
   was explained in class. The complex ideas were supported with visual
   aids. At the end of the lesson, he had to see some videos to remember
   the most important concepts. The student need to hear some podcast where
   it was explain how to act in the exam. Furthermore, some visual aids
   appeared on his mobile phone to lead on the exam period. This is a pilot
   study that has been applied in ten sessions, however our student shown
   significant improvement in executive functions and social skills due to
   this type of methodology. In the future, we would like to apply this
   adapted curriculum to other disability students.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION \& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Lorenzo, G (Reprint Author), Univ Alicante, Dept Dev Psychol \& Teaching, Alicante, Spain.
   Lorenzo, G.; Lledo, A.; Arraez, G.; Gomez-Puerta, M., Univ Alicante, Dept Dev Psychol \& Teaching, Alicante, Spain.
   Lorenzo-Lledo, A., Univ Alicante, Edut ADEI Res Grp, Alicante, Spain.}},
ISSN = {{2340-1095}},
ISBN = {{978-84-697-6957-7}},
Keywords-Plus = {{AUTISM SPECTRUM DISORDERS; CHILDREN; INDIVIDUALS; LANGUAGE; SKILLS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
ResearcherID-Numbers = {{Lorenzo, Gonzalo GL/L-8243-2017
   Gomez-Puerta, Marcos/F-2329-2017}},
ORCID-Numbers = {{Gomez-Puerta, Marcos/0000-0003-0406-0214}},
Funding-Acknowledgement = {{project entitled ``Indicators and determinant variables in tutorial
   action and the inclusion of university students with disabilities:
   proposal of intervention from the tutorial accompaniment{''}
   {[}GRE-15-09]}},
Funding-Text = {{This research is framed within the project entitled ``Indicators and
   determinant variables in tutorial action and the inclusion of university
   students with disabilities: proposal of intervention from the tutorial
   accompaniment{''}. Reference GRE-15-09}},
Cited-References = {{American Psychiatric Association, 2013, DIAGN STAT MAN MENT.
   American Psychiatric Association, 2000, DIAGN STAT MAN MENT.
   Boucenna S, 2014, COGN COMPUT, V6, P722, DOI 10.1007/s12559-014-9276-x.
   Koegel LK, 2016, J AUTISM DEV DISORD, V46, P921, DOI 10.1007/s10803-015-2633-0.
   Mazefsky CA, 2015, J AUTISM DEV DISORD, V45, P3405, DOI 10.1007/s10803-015-2602-7.
   Parsons S., EUROPEAN J SPECIAL N, V26, P355.
   Peterson CC, 2015, J EXP CHILD PSYCHOL, V139, P35, DOI 10.1016/j.jecp.2015.04.012.
   Ploog BO, 2013, J AUTISM DEV DISORD, V43, P301, DOI 10.1007/s10803-012-1571-3.
   Ramdoss S, 2012, DEV NEUROREHABIL, V15, P119, DOI 10.3109/17518423.2011.651655.
   Saulnier CA, 2007, J AUTISM DEV DISORD, V37, P788, DOI 10.1007/s10803-006-0288-6.
   Woodbury-Smith M., 2007, EUROPEAN CHILD ADOLE, V18, P2.}},
Number-of-Cited-References = {{11}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BJ9XB}},
Unique-ID = {{ISI:000429975307019}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000427401304065,
Author = {Fernando, Nisha A.},
Editor = {{Chova, LG and Martinez, AL and Torres, IC}},
Title = {{THE ROLE OF EXPERIENCE-BASED LEARNING: A CASE STUDY OF AN INTERIOR
   ARCHITECTURE UNDERGRADUATE STUDIO}},
Booktitle = {{INTED2017: 11TH INTERNATIONAL TECHNOLOGY, EDUCATION AND DEVELOPMENT
   CONFERENCE}},
Series = {{INTED Proceedings}},
Year = {{2017}},
Pages = {{9429-9433}},
Note = {{11th International Conference on Technology, Education and Development
   (INTED), Valencia, SPAIN, MAR 06-08, 2017}},
Abstract = {{In the undergraduate pedagogy of architecture and interior design,
   Universal Design plays a key role. Universal Design, also called
   Inclusive Design, ensures that all users including those with certain
   disability conditions, have equitable spatial experiences in both
   outside and inside buildings. It is essential that undergraduate
   students gain a deep knowledge base and a thorough understanding of all
   aspects of Universal Design. This paper discusses in detail a recent
   pedagogical approach taken to teach first year undergraduate interior
   architecture students about the importance of designing inclusively. In
   the past curricula, the subject of universal design was discussed as a
   set of codes, primarily because accessibility is linked with building
   codes. They were taught only within a theoretical stance as a list of
   guidelines to follow with very few, if at all, practicum applications.
   Additionally, the relevant building codes - specifically the Americans
   with Disabilities Act (ADA) Accessibility Guidelines (ADAAG) - focuses
   mainly on wheelchair accessibility thus overlooking important
   considerations of other types of disabilities. Therefore, the existing
   pedagogical approach in design curricula has serious limitations.
   Breaking away from this narrow method, the new approach focused on
   teaching the hidden nuances of truly inclusive design, including
   designing for the blind, deaf, and other disabilities, while also
   creating practicum class exercises through which students gain the
   essential knowledge about spatial experiences of those with a range if
   such disabilities. Students conducted several simulations of space use
   by incorporating wheelchair-bound spatial navigation, wearing digital
   glasses with video capabilities that record real-time experiences, and
   digital mapping. The inclusion of the range of disability conditions led
   students to not only understand the shortcomings of existing building
   codes but also gain an in-depth first-person experiences of designing
   for all types of users, including that visual-centric designs
   essentially do not provide wholesome experiences for those who cannot
   see. The paper describes the pedagogical methodology in detail and
   showcases examples of student learning where the above mentioned
   limitations have been eliminated. The oral presentation will include
   videos which shows the criticality of learning deeply about Universal
   Design and how the exercises have deeply influenced the students' design
   thinking towards their future design professions.}},
Publisher = {{IATED-INT ASSOC TECHNOLOGY EDUCATION \& DEVELOPMENT}},
Address = {{LAURI VOLPI 6, VALENICA, BURJASSOT 46100, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Fernando, NA (Reprint Author), Univ Wisconsin, Stevens Point, WI 54481 USA.
   Fernando, Nisha A., Univ Wisconsin, Stevens Point, WI 54481 USA.}},
ISSN = {{2340-1079}},
ISBN = {{978-84-617-8491-2}},
Keywords = {{Universal Design; Experiential Learning}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Fernando N., 2007, DESIGN STUDIO PEDAGO.
   Ortman JM, 2014, AGING NATION OLDER P, P25.
   Salama A. M., 2014, SPATIAL DESIGN ED NE.
   Tovey M., 2011, P 13 INT C ENG PROD.
   Tovey MM, 2015, DESIGN PEDAGOGY DEV.}},
Number-of-Cited-References = {{5}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BJ7KI}},
Unique-ID = {{ISI:000427401304065}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000426967800075,
Author = {Ismail, Ghadeer and Alobaidy, Hadeel},
Book-Group-Author = {{Destech Publicat Inc}},
Title = {{Analytical Study of Using Multimedia Techniques for Helping Learning
   Disabilities Students: The Case of Centers in Bahrain}},
Booktitle = {{INTERNATIONAL CONFERENCE ON APPLIED MECHANICS AND MECHANICAL AUTOMATION
   (AMMA 2017)}},
Series = {{DEStech Transactions on Engineering and Technology Research}},
Year = {{2017}},
Pages = {{447-453}},
Note = {{International Conference on Applied Mechanics and Mechanical Automation
   (AMMA), Hong Kong, HONG KONG, JUN 23-24, 2017}},
Abstract = {{This paper examines the use of multimedia techniques to help students
   with learning disabilities. The paper makes use of previous studies to
   research the effect of multimedia techniques on students in Bahrain. The
   research draws on information from the Ministry of Development and also
   from Private Centers in Bahrain which have students with learning
   disabilities. It is noticed that Bahrain's Private Centers for learning
   disabilities have a large number of students with disabilities, the
   majority of whom are males. About 60\% of these students are autistic
   children with learning disabilities whereas the rest represent children
   with mental impairment and Down syndrome respectively. The objective of
   this research is to investigate the influence of multimedia on the
   students facing difficulties in learning. It was known that the Centers
   in Bahrain are using multimedia techniques and that they were being
   helpful in making the conditions better for them. Thus, this shows that
   multimedia could be the right tool to choose to help the betterment of
   those students. Various ways of using multimedia tools were found
   through the previous studies which can be used to help improve the
   learning of the students' with disabilities. The multimedia social
   stories, visual aids can be used as tools for making the students learn
   as shown by the results of the previous studies. This paper describes
   the development of an adaptive multimedia eLearning system for autistic
   learners that improves their learning skills and serves as eLearning
   environment for learning disabilities also. It helps enhancing the
   user's social skills such as the communication skills which are a good
   practice for the autistic children.}},
Publisher = {{DESTECH PUBLICATIONS, INC}},
Address = {{439 DUKE STREET, LANCASTER, PA 17602-4967 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Ismail, G (Reprint Author), Univ Bahrain, Coll Informat Technol, Zallaq, Bahrain.
   Ismail, Ghadeer; Alobaidy, Hadeel, Univ Bahrain, Coll Informat Technol, Zallaq, Bahrain.}},
ISSN = {{2475-885X}},
ISBN = {{978-1-60595-471-4}},
Keywords = {{E learning; Multimedia system; Adaptive systems; Learning disabilities;
   Autism}},
Keywords-Plus = {{CHILDREN; PERFORMANCE}},
Research-Areas = {{Automation \& Control Systems; Engineering; Operations Research \&
   Management Science; Mechanics}},
Web-of-Science-Categories  = {{Automation \& Control Systems; Engineering, Mechanical; Operations
   Research \& Management Science; Mechanics}},
Cited-References = {{Bosseler A, 2003, J AUTISM DEV DISORD, V33, P653, DOI 10.1023/B:JADD.0000006002.82367.4f.
   Brahmanwong C, 2008, J COMPUTER INTERNET, V16.
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   Shneiderman B, 1998, ETR\&D-EDUC TECH RES, V46, P23, DOI 10.1007/BF02299671.
   Tina R. G., 2004, J EARLY INTENSIVE BE, V1, P170.}},
Number-of-Cited-References = {{16}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Doc-Delivery-Number = {{BJ6WD}},
Unique-ID = {{ISI:000426967800075}},
DA = {{2020-03-18}},
}

@article{ ISI:000426038900002,
Author = {Miller, Gabrielle},
Title = {{REPRESENTATIONS OF ``ODD{''} WOMEN IN GISSING AND GALDOS}},
Journal = {{ANALES GALDOSIANOS}},
Year = {{2017}},
Volume = {{52}},
Pages = {{33+}},
Abstract = {{This essay treats George Gissing's The Odd Women (1893) as a critical
   lens through which to reconsider the inextricable relationship between
   female emancipation, illness and disability in Benito Perez Galdos's
   novel, Tristana (1892). In dialogue with disability studies, the essay
   reads Tristana against Rhoda Nunn, the New Woman heroine of Gissing's
   realist novel. Where the ablebodied Rhoda's strong sense of vocation
   enables her to transcend masculinizing discourses of degeneracy,
   Tristana's disability leads to the internalization of her own
   objectification. Through recourse to contemporary medical and social
   texts, this essay further demonstrates that Tristana's determined
   pursuit of financial independence inscribes her body with discourses of
   hysteric disease, well before the amputation of her leg.}},
Publisher = {{ASOC INT GALDOSISTAS, INC}},
Address = {{C/O ALAN E SMITH, DIR, DEPT ROMANCE STUDIES, BOSTON UNIV, BOSTON, MA
   02215 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Miller, G (Reprint Author), Baylor Univ, Waco, TX 76798 USA.
   Miller, Gabrielle, Baylor Univ, Waco, TX 76798 USA.}},
DOI = {{10.1353/ang.2017.0001}},
ISSN = {{0569-9924}},
EISSN = {{2161-301X}},
Keywords = {{Tristana; Gissing; discapacidad; emancipacion femenina}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
Cited-References = {{Alarcon, FEMINISMO ACEPTABLE.
   Aldaraca Bridget, 1991, ANGEL HOGAR GALDOS I.
   Arenal Concepcion, 1898, OBRAS COMPLETAS IGUA, V17.
   Arkinstall Christine, 2014, SPANISH FEMALE WRITE.
   Blake Kathleen, LOVE WOMAN QUESTION.
   Blanco Alda, 1998, MUJER DISCURSOS GENE, P445.
   Bly Peter A, 1986, VISION VISUAL ARTS G.
   Bordo Susan, 1999, FEMINIST THEORY BODY, P246.
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   Charnon-Deutsch Lou, 1994, NARRATIVES DESIRE 19.
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   Conde Lisa, 2000, P GALDOS TRISTANA.
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   DAVID D, 1984, FEMINIST STUD, V10, P117, DOI 10.2307/3177900.
   De Burgos Carmen, 1927, MUJER MODERNA SUS DE.
   de Salamanca Cristina Enriquez, 1998, MUJER DISCURSOS GENE, P21.
   Enders Victoria Loree, 1999, CONSTRUCTING SPANISH, P25.
   Esquerdo Jose Maria, 1995, MUJER DISCURSOS GENE, P427.
   Fernando Lloyd, 1977, LATE VICTORIAN NOVEL.
   Finney Gail, 1989, WOMEN MODERN DRAMA F.
   GALDOS BP, 2004, TRISTANA.
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   Gonzalez-Blanco Edmundo, 1904, FEMINISMO SOC MODERN, V1.
   Greg W. R., 1869, WHY ARE WOMEN REDUND.
   Grosz E., 1994, VOLATILE BODIES CORP.
   Gullon German, 1977, HISPANIC REV, V1, P13.
   Jagoe C., 1998, MUJER DISCURSOS GENE, P105.
   Jagoe C., 1994, AMBIGUOUS ANGELS GEN.
   Jagoe Catherine, 1998, MUJER DISCURSOS GENE, P305.
   Kramer D, 2000, ENGL LIT TRANSITION, V43, P316.
   LABANYI J, 1991, FEMINIST READINGS ON SPANISH AND LATIN-AMERICAN LITERATURE, P37.
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   Liggins Emma, 2016, ODD WOMEN SPINSTERS.
   Lindgren Kristin, 2004, GENDERING DISABILITY, P145.
   Lopez Fernandez Maria, 2006, IMAGEN MUJER PINTURA.
   Mattheisen Paul F., 1994, COLLECTED LETT G GIS, V5.
   McDowell Linda, 2013, GENDER IDENTITY PLAC.
   Minter Gordon, 1996, TRISTANA.
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   Nash Mary, 1994, HIST SOCIAL, V20, P151.
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   Rich A., 1986, BLOOD BREAD POETRY S.
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   Tsuchiya Akiko, 2011, MARGINAL SUBJECTS GE.
   VALIS N., 2005, READING 19 CENTURY S, P55.
   Valis Noel, 1997, ESTUDIOS EP BAZAN ME, P321.
   Wendell S., 2006, DISABILITY STUDIES R, P243.
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   Young I. M., 1990, JUSTICE POLITICS DIF.
   Zamora A, 2001, REV ESTUD HISPAN, V35, P191.}},
Number-of-Cited-References = {{67}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{An. Galdos.}},
Doc-Delivery-Number = {{FX4IZ}},
Unique-ID = {{ISI:000426038900002}},
DA = {{2020-03-18}},
}

@article{ ISI:000425457100005,
Author = {Williamson, W. John and Gilham, Chris},
Title = {{Winning and Re-Winning: Recommendations for Inclusive Education Reform
   for Students Labelled as Disabled in Alberta's Schools}},
Journal = {{CANADIAN JOURNAL OF EDUCATIONAL ADMINISTRATION AND POLICY}},
Year = {{2017}},
Number = {{184}},
Pages = {{49-66}},
Abstract = {{Alberta Education has been engaged in reviews and reforms of special
   education, and attempting to describe and move toward more inclusive
   ways of supporting students with disabilities since 2008. These efforts
   have, at times, resulted in more progressive and inclusive education
   policies and, at times, seemed somewhat halting. The obstacle to
   realizing policies that are more consistently inclusive, the authors
   believe, has been a continuing tendency toward deficit understandings of
   disability. In this paper, the authors critique recent inclusive
   education reform and current policy documents in light of ongoing
   barriers to inclusion, both in practices in schools and in continuing
   deficit-based tendencies in some current policy statements and resource
   manuals. The authors conclude by making a series of recommendations,
   including a consideration of the activist discipline of Disability
   Studies in Education, to guide continuing reform efforts along more
   genuinely inclusive lines.}},
Publisher = {{UNIV MANITOBA, DEPT EDUCATIONAL ADM, FOUNDATIONS \& PSYCHOLOGY}},
Address = {{C/O KEVIN L SEIGERT, ED, WINNIPEG, AB R3T 2N2, CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Williamson, WJ (Reprint Author), Univ Calgary, Calgary, AB, Canada.
   Williamson, W. John, Univ Calgary, Calgary, AB, Canada.
   Gilham, Chris, St Francis Xavier Univ, Antigonish, NS, Canada.}},
ISSN = {{1207-7798}},
Keywords = {{inclusion; education; Alberta; teachers; students; disability; reform}},
Keywords-Plus = {{LANGUAGE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Abrams T.J., 2014, THESIS.
   Ainscow M., 2008, PROSPECTS, V38, P15, DOI DOI 10.1007/S11125-008-9055-0.
   Alberta Education, 2016, SPEC ED STAT.
   Alberta Education, 2017, INCLUSIVE ED.
   Alberta Education, 2009, SETT DIR SPEC ED PHA.
   Alberta Education, 2016, COMP 3 YEAR SCH COMP.
   Alberta Education, 2011, MED DIS INF CLASSR T.
   Alberta Education, 2011, LEADERSHIP UPDATE, V7, P1.
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   Alberta Education, 2004, STAND SPEC ED.
   Alberta Education, 2013, IND INCL SCH.
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   Alberta Education, 2004, TEACH STUD FET SPECT.
   Alberta Education, 2016, INCL ED POL.
   Alberta Education, 2016, SPEC ED COD CRIT 201.
   Alberta Education, 2010, SETT DIR MOV INCL ED.
   Alberta Education, 2015, BUILD SHAR UND CHANG.
   Alberta Education, 2017, WHAT IS INCL.
   Alberta Education, 2002, UNL POT KEY COMP PRO.
   Alberta Education, 2012, DIV ALB SCH JOURN IN.
   Alberta Education, 2012, ASS TOOLS STRAT LANG.
   Alberta School Councils Association, 2014, ED BUDG 2014.
   Alberta Teachers' Association, 2015, STAT INCL ALB SCH.
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   Crowther N., 2007, NOTHING US NOTHING U.
   Danforth S., 2006, VITAL QUESTIONS FACI, P1.
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   Edmonton Catholic Schools, 2014, PROV FUND DIV STUD N.
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   French J., 2016, EDMONTON J      0614.
   Gabel S, 2005, DISABILITY STUDIES E, P1.
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   Gilham C., 2015, SEMISTRUCTURED UNPUB.
   Gilham C., 2014, LEARNING LSCAPES, V151.
   Gilham C., 2016, CANADIAN J ED, V39, P1.
   Gilham C, 2014, INT J INCLUSIVE EDUC, V18, P553, DOI 10.1080/13603116.2013.802025.
   Graham LJ, 2011, J EDUC POLICY, V26, P263, DOI 10.1080/02680939.2010.493230.
   Hobgood B., 2010, INCLUSION 21 CENTURY.
   Hodge N, 2016, RE THINKING AUTISM D, P185.
   Katz J., 2013, CANADIAN J ED, V36, P153.
   Katz J, 2015, INT J INCLUSIVE EDUC, V19, P1, DOI 10.1080/13603116.2014.881569.
   Mackenzie N., 2009, SETTING DIRECTION LI.
   Murgatroyd S., 2013, RETHINKING EQUITY CR.
   Naqvi R., 2008, BACK BASICS TEACHING, P185.
   Nietzsche F, 1873, TRUTH LIES NONMORAL.
   NS Department of Education, 2016, IND PROGR PLAN IPP R.
   Olmstead K., 2013, RETHINKING EQUITY CR, P71.
   Pearson H., 2016, DISABILITY STUDIES Q, V36.
   Philpott D. F., 2002, INT J DISABILITY COM, V1.
   Philpott D. F., 2007, ASSESSING LABELS INC.
   Rosenberg R.S., 2013, SLATE MAGAZINE.
   Snow K., 2002, CASE SPECIAL NEEDS.
   Svidal S., 2012, ATA MAGAZINE, P46.
   Timimi S, 2016, RETHINKING AUTISM DI, P30.
   Titchkosky T, 2001, CAN REV SOC ANTHROP, V38, P125, DOI 10.1111/j.1755-618X.2001.tb00967.x.
   Towle H., 2015, DISABILITY INCLUSION.
   Williamson J., 2016, M CAN DIS ASS CLAG A.
   Williamson J., 2012, CANADIAN J DISABILIT, V1.
   Williamson WJ, 2012, J APPL HERMENEUTICS.
   Williamson WJ, 2016, J APPL HERMENEUTICS.
   Winzer M.A., 2011, INT PRACTICES SPECIA, P44.}},
Number-of-Cited-References = {{69}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Can. J. Educ. Adm. Policy}},
Doc-Delivery-Number = {{FW6VK}},
Unique-ID = {{ISI:000425457100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000425049600046,
Author = {Barounis, Cynthia},
Title = {{Keywords for Disability Studies}},
Journal = {{SYMPLOKE}},
Year = {{2017}},
Volume = {{25}},
Number = {{1-2}},
Pages = {{586-587}},
Publisher = {{UNIV NEBRASKA PRESS}},
Address = {{1111 LINCOLN MALL, LINCOLN, NE 68588-0630 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Barounis, C (Reprint Author), Washington Univ, St Louis, MO 63130 USA.
   Barounis, Cynthia, Washington Univ, St Louis, MO 63130 USA.}},
ISSN = {{1069-0697}},
EISSN = {{1534-0627}},
Research-Areas = {{Cultural Studies}},
Web-of-Science-Categories  = {{Cultural Studies}},
Cited-References = {{Adams Rachel, 2015, KEYWORDS DISABILITY.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Symploke}},
Doc-Delivery-Number = {{FW1IA}},
Unique-ID = {{ISI:000425049600046}},
DA = {{2020-03-18}},
}

@article{ ISI:000424554200008,
Author = {Torralbo Caballero, Juan de Dios},
Title = {{``For know, alas, I'm dumb, alas I love{''}: Rhetoric of disability,
   female agency and tragedy in ``The Dumb Virgin{''}}},
Journal = {{SEDERI-YEARBOOK OF THE SPANISH AND PORTUGUESE SOCIETY FOR ENGLISH
   RENAISSANCE STUDIES}},
Year = {{2017}},
Volume = {{27}},
Pages = {{167-192}},
Abstract = {{This essay will focus on the two sisters of The Dumb Virgin; or, The
   Force of Imagination, addressing the crossover between disability
   studies, feminism and aesthetic theory. It will examine how art has the
   capacity to manipulate nature and how nature may be improved by the
   intervention of human industry. With this aesthetic duality, it will
   suggest that the writer reframes the concept of the normal body,
   establishing a rhetoric of deformity and disability through the
   characters of Belvideera and Maria, both of whom overcome their natural
   disabilities by means of personal effort. Lastly, it will investigate
   the misfortunes of several characters, paying particular attention to
   the educated nature of the two protagonists and how this poses a threat
   to the established order of society. The conclusion to be drawn from
   this is that their challenge to the social construct is directly
   responsible for the tragic climax of the narrative.}},
Publisher = {{SEDERI}},
Address = {{UNIV VALLADOLID, FAC FILOSOFIA Y LETRAS, DPTO DE FILOLOGIA INGLESA, PZA
   DEL CAMPUS S/N, VALLADOLID, E-47011, SPAIN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Caballero, JDT (Reprint Author), Univ Cordoba, Cordoba, Spain.
   Caballero, JDT (Reprint Author), Fac Filosofia \& Letras, Dept Filol Inglesa \& Alemana, Plaza Cardenal Salazar S-N, Cordoba 14071, Spain.
   Torralbo Caballero, Juan de Dios, Univ Cordoba, Cordoba, Spain.
   Torralbo Caballero, Juan de Dios, Fac Filosofia \& Letras, Dept Filol Inglesa \& Alemana, Plaza Cardenal Salazar S-N, Cordoba 14071, Spain.}},
ISSN = {{1135-7789}},
Keywords = {{Aphra Behn; ``The Dumb Virgin{''}; female agency; rhetoric of disability
   and deformity; Restoration literature}},
Research-Areas = {{Literature; Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Literature, British Isles; Medieval \& Renaissance Studies}},
Author-Email = {{torralbocaballero@uco.es}},
Cited-References = {{Abbott H. Porter, 2002, CAMBRIDGE INTRO NARR.
   Armstrong Nancy, 1987, DESIRE DOMESTIC FICT.
   Austen Jane, 2006, NORTHANGER ABBEY.
   Backscneider Paula R., 2000, REVISING WOMEN 18 CE.
   Bacon Francis, 1612, MAJOR WORKS INCLUDIN, P426.
   Ballaster Ros, 1993, REREADING APHRA BEHN, P187.
   Behn Aphra, 1700, WORKS A BEHN FAIR JI, VIII, P335.
   Behn Aphra, 1689, WORKS A BEHN FAIR JI, VIII, P205.
   Behn Aphra, 1698, WORKS A BEHN FAIR JI, VIII, P321.
   Behn Aphra, 1698, WORKS A BEHN FAIR JI, VIII, P411.
   Behn Aphra, 1997, OROONOKO.
   Blount Thomas Pope, 1967, ESSAYS SEVERAL SUBJE.
   Bowles Emily, 2012, ABO INTERACTIVE J WO, V1640-18302, P1.
   Castle Terry, 1986, MASQUERADE CIVILIZAT.
   Chico Tita, 2000, DESIGNING WOMEN DRES.
   Congreve William, 1692, INCOGNITA.
   Craft-Fairchild Catherine, 1993, MASQUERADE GENDER DI.
   Dryden John, 1677, NORTON ANTHOLOGY ENG, P2129.
   Fielding Henry, 1742, JURORS RAPE STUDY PS, P3.
   Figueroa-Dorrego Jorge, 1999, A BEHN 1640 1689.
   FUCHS B, 2004, ROMANCE.
   Gariand-Thomson Roemarie, 2002, MWSA J, V10, P1.
   Garland-Thomson R, 2005, SIGNS, V30, P1557, DOI 10.1086/423352.
   Garland-Thomson Rosemarie, 2010, DISABILITY STUDIES R, P199.
   GENETTE G, 1972, FIGURES 3.
   Habermas J., 1989, STRUCTURAL TRANSFORM.
   Hay William, 2004, DEFORMITY AN ESSAY.
   Horace, 1783, ART POETRY EPISTIE P.
   James-Cavan K, 2005, PROSE STUD, V27, P27, DOI 10.1080/01440350500068767.
   Johnson Samuel, 1779, S JOHNSON, P725.
   Johnson Samuel, 1750, S JOHNSON MAJOR WORK, P175.
   McKeon M., 2005, SECRET HIST DOMESTIC.
   McKeon Michael, 2017, NARRATIVE CONCEPTS S, P39.
   Mintz Susannah, 2006, RESTORATION, V30, P1.
   Mounsey Chris, 2014, IDEA DISABILITY 18 C, P1.
   NUSSBAUM F, 2000, DEFECTS ENGENDERING, P31.
   Nussbaum Felicity, 1997, BODY PHYS DIFFERENCE, P161.
   Nussbaum Felicity A., 2003, LIMITS HUMAN FICTION.
   O'Donnell Mary Ann, 2004, CAMBRIDGE COMPANION, pxi.
   ODonnell MA, 2004, CAMBRIDGE COMPANION, P1.
   Orr L, 2013, MOD LANG REV, V108, P30, DOI 10.5699/modelangrevi.108.1.0030.
   Pearson Jacqueline, 1988, PROSTITUTED MUSE IMA.
   Pearson Jacqueline, 2004, CAMBRIDGE COMPANION, P188.
   Piutarch, 1878, MORALS.
   Pope Alexander, 2008, A POPE SELECTED POET, P1.
   Pratt Mary Louise, 1992, IMPERIAL EYES TRAVEL.
   REEVE C, 1785, PROGR ROMANCE TIMES.
   Robitaille M, 1997, CCTE STUD, V62, P1.
   Scaliger, 1905, SELECT TRANSLATIONS.
   SCOTT S, 1995, MILLENIUM HALL.
   Seager Nicholas, 2012, RISE NOVEL READERS G.
   Shakespeare William, 1603, HAMLET.
   Shakespeare William, 2007, WINTERS TALE.
   Sidney Philip., 2002, APOLOGY POETRY DEFEN.
   Todd Janet, 1996, SECRET LIFE A BEHN.
   Todd Janet, 1995, WORKS A BEHN FAIR JI, VIII, P336.
   Torralbo-Caballero Juan de Dios, 2015, REV CANARIA ESTUDIOS, V71, P143.
   Trofimoya Violetta, 2011, A BEHN HER FEMALE SU, P109.
   van Eik Martine, 2017, EARLY MODERN WOMENS.
   Yao-Hsi J. Shih, 2014, HIKMA, V13, P173.}},
Number-of-Cited-References = {{60}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{SEDERI}},
Doc-Delivery-Number = {{FV4OT}},
Unique-ID = {{ISI:000424554200008}},
DA = {{2020-03-18}},
}

@article{ ISI:000419738000167,
Author = {Gieben-Gamal, Emma and Matos, Sonia},
Title = {{Design and Disability. Developing New Opportunities for the Design
   Curriculum}},
Journal = {{DESIGN JOURNAL}},
Year = {{2017}},
Volume = {{20}},
Number = {{1}},
Pages = {{S2022-S2032}},
Note = {{12th International Conference of the European-Academy-of-Design (EAD),
   Sapienza Univ Rome, Fac Architecture, Rome, ITALY, APR 12-14, 2017}},
Organization = {{European Acad Design}},
Abstract = {{Design for Disability has been flourishing as designers and visual
   communicators attempt to address questions of awareness and
   accessibility. Despite this achievement, most design courses that
   address the theme of disability will focus almost exclusively on the
   functional or medical model of disability, one that locates in the
   individual a disability that needs to be cured or corrected. In this
   scenario, less explored is the social model of disability, a model that
   presupposes an understanding of the factors that contribute toward the
   disabling of individuals. In response to this challenge, in this paper
   we will reflect on a course that we have developed in the School of
   Design at Edinburgh College of Art.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Proceedings Paper}},
Language = {{English}},
Affiliation = {{Gieben-Gamal, E (Reprint Author), Univ Edinburgh, Edinburgh Coll Art, Sch Design, Design Cultures, Edinburgh, Midlothian, Scotland.
   Matos, S (Reprint Author), Univ Edinburgh, Edinburgh Coll Art, Edinburgh, Midlothian, Scotland.
   Matos, S (Reprint Author), M ITI Madeiras Interact Technol Inst, Funchal, Portugal.
   Gieben-Gamal, Emma, Univ Edinburgh, Edinburgh Coll Art, Sch Design, Design Cultures, Edinburgh, Midlothian, Scotland.
   Matos, Sonia, Univ Edinburgh, Edinburgh Coll Art, Edinburgh, Midlothian, Scotland.
   Matos, Sonia, M ITI Madeiras Interact Technol Inst, Funchal, Portugal.}},
DOI = {{10.1080/14606925.2017.1352721}},
ISSN = {{1460-6925}},
EISSN = {{1756-3062}},
Keywords = {{disability studies; higher education; design}},
Research-Areas = {{Art}},
Web-of-Science-Categories  = {{Art}},
Author-Email = {{e.gieben-gamal@ed.ac.uk
   s.matos@ed.ac.uk}},
ORCID-Numbers = {{Matos, Sonia/0000-0003-3902-9823}},
Funding-Acknowledgement = {{School of Design at Edinburgh College of Art}},
Funding-Text = {{We would like to first thank the School of Design at Edinburgh College
   of Art for supporting the Designing Alternatives course. Our grateful
   thanks to the students that have attended the course during the academic
   year of 2015-16, their feedback and participation in class has informed
   the way in which we have shaped the course as well as our own
   understanding of the role of critical theory in the design curriculum.
   Finally, a special thank you to George Low who has contributed to our
   guest lectures and who has provided constructive recommendations on the
   Designing Alternatives project as a whole.}},
Cited-References = {{Beacom A., 2016, International Journal of Sport Communication, V9, P42, DOI 10.1123/IJSC.2015-0077.
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   Fleck J., 2014, CAN IMPROVED ED HELP.
   French S., 2004, DISABLING BARRIERS E, P34.
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   Parliamentary and Health Ombudsman, 2015, INTR SOC MED MOD DIS.
   Pullin G, 2009, DESIGN MEETS DISABILITY, P1.
   Shakespeare T., 2006, DISABILITY STUDIES R, P197, DOI DOI 10.2307/20141862.
   Shakespeare T., 2001, RES SOCIAL SCI DISAB, V2, P9, DOI DOI 10.1016/S1479-3547(01)80018-X.
   Shakespeare T., 2006, DISABILITY RIGHTS WR.
   Taylor S., 2008, EXAMINED LIFE.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Des. J.}},
Doc-Delivery-Number = {{FS4DP}},
Unique-ID = {{ISI:000419738000167}},
OA = {{Bronze, Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000423949800001,
Author = {Aubrecht, Katie and La Monica, Nancy},
Title = {{(Dis)Embodied Disclosure in Higher Education: A Co-Constructed Narrative}},
Journal = {{CANADIAN JOURNAL OF HIGHER EDUCATION}},
Year = {{2017}},
Volume = {{47}},
Number = {{3}},
Pages = {{1-15}},
Abstract = {{In this paper we use co-constructed autoethnographic methods to explore
   the tensions that animate the meaning of ``disclosure{''} in university
   and college environments. Drawing insight from our embodied experiences
   as graduate students and university/college course instructors, our
   collaborative counter-narratives examine the ordinary ways that
   disclosure is made meaningful and material as a relationship and a form
   of embodied labour. Our dialogue illustrates the layered nature of
   disclosure-for example, self-disclosing as a disabled student in order
   to access academic spaces but not self-disclosing to teach as an
   instructor. Katie uses phenomenological disability studies to analyze
   disclosure at the intersection of disability and pregnancy as
   body-mediated moments (Draper, 2002). Nancy uses Hochschild's (1983)
   notion of ``emotional labour{''} to explore how socio-spatial processes
   of disclosure can be an embodied form of ``extra work{''} (e.g.,
   managing perceptions of stigmatized identities).}},
Publisher = {{CANADIAN SOC STUDY HIGHER EDUCATION}},
Address = {{204-260 DALHOUSIE, OTTAWA, ON K1N 7E4, CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Aubrecht, K (Reprint Author), Mt St Vincent Univ, Dept Family Studies \& Gerontol, Halifax, NS, Canada.
   Aubrecht, Katie, Mt St Vincent Univ, Halifax, NS, Canada.
   La Monica, Nancy, Seneca Coll, Toronto, ON, Canada.}},
ISSN = {{0316-1218}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{katieaubrecht@gmail.com}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council; Canadian Institutes of
   Health ResearchCanadian Institutes of Health Research (CIHR)}},
Funding-Text = {{We thank CJHE editors, external reviewers, and Dr. Chelsea Jones and Dr.
   Mark Sherry for their constructive feedback. We also thank the
   organizers of the Disability Disclosure in/and Higher Education
   conference, University of Delaware, where we presented an early version
   of this paper in 2013. Funding from the Social Sciences and Humanities
   Research Council and Canadian Institutes of Health Research supported
   the development of this paper.}},
Cited-References = {{Adams T., 2012, QUALITATIVE RES INTR.
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   McGuire A., 2013, CANADIAN J DISABILIT, V2, P98, DOI DOI 10.15353/cjds.v2i3.102.
   Merleau-Ponty M., 2004, WORLD PERCEPTION.
   Mogendorff Karen, 2013, DISABILITY STUDIES Q, V33. 2.
   Murugami Margaret Wangui, 2009, DISABILITY STUDIES Q, V29.4.
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   Titchkosky T, 2010, DISABILITY STUDIES Q, V30.
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   Walks M., 2013, ANTHR NEWS.
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   Wilton R. D., 2006, JUST LABOUR, V8, P24.
   Young IM, 2005, FEMALE BODY EXPERIEN.}},
Number-of-Cited-References = {{47}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Can. J. High. Educ.}},
Doc-Delivery-Number = {{FU6GL}},
Unique-ID = {{ISI:000423949800001}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000419281100003,
Author = {Rasokat, Anna},
Title = {{Literature's place in the global public health arena: Graham Greene's
   fictional translation of leprosy in A Burnt-Out Case}},
Journal = {{INTERDISCIPLINARY SCIENCE REVIEWS}},
Year = {{2017}},
Volume = {{42}},
Number = {{3, SI}},
Pages = {{241-254}},
Abstract = {{This paper traces the engagement of Graham Greene's novel A Burnt-Out
   Case with traditional discourses of leprosy (the biblical `leper' as a
   sinner, missionary care, tropical medicine, Albert Schweitzer's hospital
   in Lambarene, germ theory), and shows how it suggests an ethics of care
   which highlights the psychosocial aspects of disease and healing. The
   paper argues that the reception of the novel opened a discursive space
   for the renegotiation of images of leprosy after empire, making visible
   the structures and agents of global public health communication and
   their diverging conceptions of explanatory authority, scientific
   accuracy and the relation of science and literature. The article
   incorporates archival sources from press reviews to draft versions of
   the novel and the author's correspondence with prominent leprosy
   experts. It draws on media and science communication studies, disability
   studies and on contributions to the sociology of knowledge by Ludwik
   Fleck, Thomas Kuhn and Bruno Latour.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rasokat, A (Reprint Author), Univ Cologne, Dept English 1, Cologne, Germany.
   Rasokat, Anna, Univ Cologne, Dept English 1, Cologne, Germany.}},
DOI = {{10.1080/03080188.2017.1345144}},
ISSN = {{0308-0188}},
EISSN = {{1743-2790}},
Keywords = {{Leprosy; ethics of care; tropical medicine; global health; science and
   literature; Graham Greene; disability studies}},
Research-Areas = {{Science \& Technology - Other Topics; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Multidisciplinary Sciences; Social Sciences, Interdisciplinary}},
Author-Email = {{a.rasokat@uni-koeln.de}},
Cited-References = {{Amundson Roy, 2010, DISABILITY STUDIES Q, V3.
   {[}Anonymous], 1961, STAR.
   {[}Anonymous], 1989, HOPES IMPEDIMENTS SE, P1.
   {[}Anonymous], 1948, INT J LEPROSY OTHER, V16, P243.
   Bachmann-Medick D, 2009, TRANSL STUD, V2, P2, DOI 10.1080/14781700802496118.
   Banerjee A, 1996, J Med Biogr, V4, P137.
   Barker N., 2013, HIDDEN BEAUTY EXPLOR.
   Browne S. G., 1985, MUNKS ROLL, VVIII.
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   Cochrane Robert, 1959, LEPROSY THEORY PRACT.
   Cochrane Robert, 1959, ROTARIAN INT MAG JAN, V94, P34.
   Cochrane Robert, 1959, ROTARIAN INT MAG JAN, V94, P57.
   Cohrs RJ, 2015, NEW HORIZ TRANSL MED, V2, P86, DOI 10.1016/j.nhtm.2014.12.002.
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   Declercq E, 2014, LEPROSY REV, V85, P68.
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   Garland-Thomson Rosemarie, 1996, FREAKERY CULTURAL SP, P1.
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   Gould Tony, 2014, DIS APART LEPROSY MO.
   Gradmann Christoph, 2013, CONTAGIONISM CONTAGI, P65.
   Graham Greene, 1969, COLLECTED ESSAYS, P369.
   Greene G., 1961, SEARCH CHARACTER 2 A.
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   Hevey David, 1992, CREATURES TIME FORGO.
   Hill Mike, 2012, WORKS GRAHAM GREENE, V1.
   Hill Mike, 2015, WORKS GRAHAM GREENE, V2.
   Hodge JM, 2010, J MOD EUR HIST, V8, P24, DOI 10.17104/1611-8944\_2010\_1\_24.
   Kirby David A, 2011, LAB COATS HOLLYWOOD.
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   Kuhn T. S., 1996, STRUCTURE SCI REVOLU.
   Latour B, 2004, CRIT INQUIRY, V30, P225, DOI 10.1086/421123.
   Latour Bruno, 2008, INTERSECTIONS ESSAYS, P263.
   Lechat Michel, 2007, LONDON REV BOOKS, V29, P34.
   Licinio J, 2010, MOL PSYCHIATR, V15, P878, DOI 10.1038/mp.2010.91.
   Moran Michelle, 2007, COLONIZING LEPROSY I.
   MULLER-WILLE Staffan, 2011, OXFORD HDB HIST MED, P469.
   Pendleton Robert, 1996, GRAHAM GREENES CONRA.
   Renault Cybele A., 2015, PRINCIPLES PRACTICES, P2815.
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   TIME, 1961, TIME, V77.
   Willis Martin, 2015, LIT SCI.
   Worboys M, 2000, OSIRIS, V15, P207, DOI 10.1086/649327.}},
Number-of-Cited-References = {{49}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Interdiscip. Sci. Rev.}},
Doc-Delivery-Number = {{FR7VR}},
Unique-ID = {{ISI:000419281100003}},
DA = {{2020-03-18}},
}

@article{ ISI:000418613400003,
Author = {Johnson, Russell L.},
Title = {{``A man knows a man{''}: illustrating disability in Harper's Weekly
   after the Civil War}},
Journal = {{AMERICAN NINETEENTH CENTURY HISTORY}},
Year = {{2017}},
Volume = {{18}},
Number = {{2}},
Pages = {{131-158}},
Abstract = {{Images in the post-Civil War illustrated press regularly featured
   disability, manipulating it to make arguments which went beyond the
   obvious attempts to excoriate the South for attempting to dismember the
   Union and to acknowledge the sacrifices of the men who preserved it.
   These illustrations, however, have not received the attention they
   deserve, either in histories of the war's effects or in disability
   studies scholarship. To call attention to these over-looked sources,
   this essay explores the uses of disability in Harper's Weekly
   illustrations, focusing on depictions of Union army veterans with
   missing legs in the first two years after the war. These illustrations
   reflect complex attitudes towards disabled veterans after the war and
   offer a clear lesson in the ways disability is socially and culturally
   constructed as well as historically contingent.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Johnson, RL (Reprint Author), Univ Otago, Dept Hist \& Art Hist, Dunedin, New Zealand.
   Johnson, Russell L., Univ Otago, Dept Hist \& Art Hist, Dunedin, New Zealand.}},
DOI = {{10.1080/14664658.2017.1324595}},
ISSN = {{1466-4658}},
EISSN = {{1743-7903}},
Keywords = {{Civil War; disability studies; illustrated press; masculinity; voting
   rights}},
Keywords-Plus = {{THOMAS NAST; VETERANS; SOLDIERS; LOST; AGE}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{russell.johnson@otago.ac.nz}},
Cited-References = {{{[}Anonymous], 1865, HARPERS WEEKLY, P755.
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   {[}Anonymous], 1867, HARPERS WEEKLY, P323.
   {[}Anonymous], 1867, HARPERS WEEKLY, P4.
   {[}Anonymous], 1865, HARPERS WEEKLY, P354.
   Arnheim R., 1974, CRIT INQUIRY, V1, P149, DOI {[}10.1086/447782, DOI 10.1086/447782].
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   Blight David, 2001, RACE REUNION CIVIL W.
   Bogdan Robert, 2012, PICTURING DISABILITY.
   Boster Dea H., 2013, AFRICAN AM SLAVERY D.
   BROOKS S, 1966, CIVIL WAR MED.
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Number-of-Cited-References = {{139}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Am. Ninet. Century Hist.}},
Doc-Delivery-Number = {{FQ8LD}},
Unique-ID = {{ISI:000418613400003}},
DA = {{2020-03-18}},
}

@article{ ISI:000418502300007,
Author = {Harrison, Judith R. and State, Talida M. and Wills, Howard P. and
   Custer, Beth A. and Miller, Elaine},
Title = {{Transition goals for youth with social, emotional, and behavioral
   problems: Parent and student knowledge}},
Journal = {{PREVENTING SCHOOL FAILURE}},
Year = {{2017}},
Volume = {{61}},
Number = {{3}},
Pages = {{248-257}},
Abstract = {{Transition planning is a mandated component of individualized education
   plans (IEPs) designed to ensure successful transition to adult life for
   students with disabilities. Students with social, emotional, and
   behavioral (SEB) needs experience poor post-school outcomes, suggesting
   a need for more effective transition planning. This study evaluated
   student and parent knowledge of employment and training goals in IEPs
   and the match between goals and student future planning. Ninety-three
   high school students and parents reported their IEP participation and
   knowledge of goals and responses were compared to goals in their IEPs.
   Results indicated that students and parents had limited knowledge of
   goals and a low match between the goals and student's future plans.
   Transition goals were frequently broad in relation to student specific
   future plans, potentially indicating a lack of student input and
   consideration of student interests and preferences in transition
   planning. Recommendations are discussed to help teachers, parents, and
   students increase meaningful involvement in the transition planning
   process.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Harrison, JR (Reprint Author), Rutgers State Univ, Educ Psychol, 10 Seminary Pl, New Brunswick, NJ 08901 USA.
   Harrison, Judith R., Rutgers State Univ, New Brunswick, NJ USA.
   State, Talida M., Montclair State Univ, Montclair, NJ USA.
   Wills, Howard P., Univ Kansas, Juniper Gardens Childrens Project, Kansas City, KS USA.
   Custer, Beth A., Lehigh Univ, Doctoral Program Special Educ, Bethlehem, PA 18015 USA.
   Miller, Elaine, Univ South Carolina, Columbia, SC 29208 USA.}},
DOI = {{10.1080/1045988X.2016.1266596}},
ISSN = {{1045-988X}},
EISSN = {{1940-4387}},
Keywords = {{EBD; IEP; goals; secondary; transition}},
Keywords-Plus = {{HIGH-SCHOOL; DISORDERS; MEETINGS; IEP}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{judith.harrison@gse.rutgers.edu}},
ORCID-Numbers = {{Harrison, Judith/0000-0003-1530-6857}},
Funding-Acknowledgement = {{Institute of Education Sciences, U.S. Department of EducationUS
   Department of Education {[}R324C080006]}},
Funding-Text = {{The research reported here was supported by the Institute of Education
   Sciences, U.S. Department of Education, through Grant R324C080006 to
   Lehigh University. The opinions expressed are those of the authors and
   do not represent views of the Institute or the U.S. Department of
   Education.}},
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Number-of-Cited-References = {{13}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Prev. Sch. Fail.}},
Doc-Delivery-Number = {{FQ6VN}},
Unique-ID = {{ISI:000418502300007}},
DA = {{2020-03-18}},
}

@article{ ISI:000418419300004,
Author = {Rowe, Becky and Wright, Courtney},
Title = {{Sexual knowledge in adolescents with intellectual disabilities: A timely
   reflection}},
Journal = {{JOURNAL OF SOCIAL INCLUSION}},
Year = {{2017}},
Volume = {{8}},
Number = {{2}},
Pages = {{42-53}},
Abstract = {{At its core, sexuality education for adolescents with intellectual
   disabilities (ID) is an international human rights issue. Adolescents
   with ID have the same sexual desires and needs as others, yet their
   sexuality is generally portrayed as problematic. Despite an ideological
   shift towards normalisation and inclusion of people with disabilities,
   sexuality education for adolescents with ID remains an under-explored
   field. The current article presents an informed literature review of the
   factors that influence the effectiveness of sexuality education on
   sexual knowledge among adolescents with ID, and an accompanying
   commentary on how these factors sit within wider disability studies and
   practice. As will be shown, the available evidence on sexual knowledge
   in adolescents with ID reports on sexuality education sources and
   delivery, sexual knowledge, conservative curricula, and social
   exclusion. This review of contemporary research from developed,
   westernised countries identifies important implications for policy,
   practice, and future research. This article is significant and timely
   given the disjunct between the current expression of sexuality in young
   people with ID and recent international human rights actions to promote
   both the rights of people with disabilities and sexuality education
   rights for all adolescents.}},
Publisher = {{GRIFFITH UNIV, SCH HUMAN SERVICES \& SOCIAL WORK}},
Address = {{RM 2 32, ACADEMIC 1-L05, LOGAN CAMPUS, UNIVERSITY DR, MEADOWBROOK, QLD
   4131, AUSTRALIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rowe, B (Reprint Author), Griffith Univ, Nathan, Qld, Australia.
   Rowe, Becky, Griffith Univ, Nathan, Qld, Australia.
   Wright, Courtney, Griffith Univ, Hopkins Ctr, Nathan, Qld, Australia.}},
DOI = {{10.36251/josi.123}},
ISSN = {{1836-8808}},
Keywords = {{sexuality; education; human rights; curriculum; social exclusion; youth}},
Keywords-Plus = {{YOUNG-PEOPLE; EDUCATION; STUDENTS; INFORMATION; CAPACITY; CHILDREN;
   AUTISM; GENDER; ADULTS; WOMEN}},
Research-Areas = {{Social Issues}},
Web-of-Science-Categories  = {{Social Issues}},
Author-Email = {{becky.rowe@griffithuni.edu.au}},
Cited-References = {{Ang CT, 2016, SEX DISABIL, V34, P255, DOI 10.1007/s11195-016-9446-8.
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Number-of-Cited-References = {{42}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{J. Soc. Incl.}},
Doc-Delivery-Number = {{FQ5RT}},
Unique-ID = {{ISI:000418419300004}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000416534900007,
Author = {Draper Rodriguez, Cathi and Cumming, Therese M.},
Title = {{Employing mobile technology to improve language skills of young students
   with language-based disabilities}},
Journal = {{ASSISTIVE TECHNOLOGY}},
Year = {{2017}},
Volume = {{29}},
Number = {{3}},
Pages = {{161-169}},
Abstract = {{This exploratory study investigated the effects of a language building
   iPad application on the language skills (i.e., receptive vocabulary,
   expressive vocabulary, and sentence formation) of young students with
   language-based disabilities. The study utilized a pre-test-post-test
   control group design. Students in the treatment group used the iPad
   language building application, Language Builder, for 30 minutes a day.
   Participants were 31 first-grade to third-grade students with identified
   language-based disabilities. Students were assigned to two groups for
   the 8-week intervention. Data indicated that students in the treatment
   group made significantly greater gains in the area of sentence formation
   than the control group. Results revealed no significant difference
   between the two groups in the areas of expressive and receptive
   vocabulary. A short intervention of using Language Builder via the iPad
   may increase the sentence formation skills of young students with
   language delays. Additionally, discussion regarding the usefulness of
   iPad applications in education is presented.}},
Publisher = {{R E S N A PRESS}},
Address = {{1700 MOORE ST, STE 1540, ARLINGTON, VA 22209-1903 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rodriguez, CD (Reprint Author), Calif State Univ Monterey Bay, Sch Educ, Ctr Reading Diag \& Instruct, Special Educ Program, 100 Campus Ctr, Seaside, CA 93955 USA.
   Draper Rodriguez, Cathi, Calif State Univ Monterey Bay, Special Educ Program, Seaside, CA 93955 USA.
   Cumming, Therese M., Univ New South Wales, Sch Educ, Special Educ, Sydney, NSW, Australia.}},
DOI = {{10.1080/10400435.2016.1171810}},
ISSN = {{1040-0435}},
EISSN = {{1949-3614}},
Keywords = {{elementary school; instructional technology; iPad; language;
   language-based disabilities; mobile technology; special education}},
Keywords-Plus = {{QUALITATIVE CONTENT-ANALYSIS; EDUCATION; SYSTEM; IPOD}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{CDraperRodriguez@csumb.edu}},
ORCID-Numbers = {{Draper Rodriguez, Cathi/0000-0002-3156-519X}},
Cited-References = {{Achmadi D. A., 2010, THESIS.
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   Williams KT, 2007, EXPRESSIVE VOCABULAR.}},
Number-of-Cited-References = {{28}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Assist. Technol.}},
Doc-Delivery-Number = {{FO1PI}},
Unique-ID = {{ISI:000416534900007}},
DA = {{2020-03-18}},
}

@article{ ISI:000415819000004,
Author = {Richardson, Shaquinta L. L. and Jordan, Lorien S.},
Title = {{Qualitative inquiry of sibling relationships: reinforcement of
   disability devaluation through the exclusion of voices}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{10}},
Pages = {{1534-1554}},
Abstract = {{People with disabilities share a history and culture of marginalization
   and oppression. In disability studies, disability has been re-defined as
   an inability or limitation in performance of the roles and tasks
   expected of individuals within society which excludes people from
   becoming full participants in social, cultural, and political affairs.
   Disability research has traditionally been on' rather than with' people
   with disabilities. This article examines how qualitative sibling
   disability research has been conducted, with a particular focus on the
   exclusion of people with disabilities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Richardson, SLL (Reprint Author), Univ Georgia, Dept Human Dev \& Family Sci Athens, Athens, GA 30602 USA.
   Richardson, Shaquinta L. L.; Jordan, Lorien S., Univ Georgia, Dept Human Dev \& Family Sci Athens, Athens, GA 30602 USA.}},
DOI = {{10.1080/09687599.2017.1351330}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Qualitative research; sibling relationships; intellectual disability;
   developmental disability; disability studies}},
Keywords-Plus = {{ADULT SIBLINGS; MIXED METHODS; LEARNING-DIFFICULTIES; EMANCIPATORY
   RESEARCH; INCLUSIVE RESEARCH; SOCIAL MODEL; PEOPLE; AUTISM; EXPERIENCES;
   PERSPECTIVES}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{sllrich@uga.edu}},
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Number-of-Cited-References = {{94}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FN2JU}},
Unique-ID = {{ISI:000415819000004}},
DA = {{2020-03-18}},
}

@article{ ISI:000415819000006,
Author = {Smith-Carrier, Tracy and Kerr, Don and Wang, Juyan and Tam, Dora M. Y.
   and Kwok, Siu Ming},
Title = {{Vestiges of the medical model: a critical exploration of the Ontario
   Disability Support Program in Ontario, Canada}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{10}},
Pages = {{1570-1591}},
Abstract = {{Although ample literature exists on workfare in Ontario, Canada,
   research on the social assistance programme for disabled people, the
   Ontario Disability Support Program (ODSP), is relatively scant. What we
   do know points to similar shortcomings. We present a critical disability
   study considering four policy domains to explore how disabled people are
   identified and accommodated in Ontario. Discussing the principles of
   universal design, we argue for policy design that meets the needs of as
   many individuals as possible, while accounting for significant human
   variability. We conclude that the ODSP, in failing to adopt a
   rights-based framework, violates the dignity and rights of disabled
   people.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Smith-Carrier, T (Reprint Author), Western Univ, Kings Univ Coll, Sch Social Work, London, ON, Canada.
   Smith-Carrier, Tracy, Western Univ, Kings Univ Coll, Sch Social Work, London, ON, Canada.
   Kerr, Don, Western Univ, Kings Univ Coll, Dept Sociol, London, ON, Canada.
   Wang, Juyan, Western Univ, Dept Psychol, London, ON, Canada.
   Tam, Dora M. Y.; Kwok, Siu Ming, Univ Calgary, Fac Social Work, Lethbridge, AB, Canada.}},
DOI = {{10.1080/09687599.2017.1359495}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Basic income; critical disability studies; disability policy; human
   rights; models of disability; universal policies}},
Keywords-Plus = {{DISABLED PEOPLE; SOCIAL-POLICY; WELFARE; WORK; CONSTRUCTIONS;
   EMPLOYMENT; ILLNESS; DESIGN; RIGHTS; INCOME}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{tsmithca@uwo.ca}},
ORCID-Numbers = {{Smith-Carrier, Tracy/0000-0002-5806-8943}},
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Number-of-Cited-References = {{80}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FN2JU}},
Unique-ID = {{ISI:000415819000006}},
DA = {{2020-03-18}},
}

@article{ ISI:000415819000010,
Author = {James, Elaine and Morgan, Hannah and Mitchell, Rob},
Title = {{Named social workers - better social work for learning disabled people?}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{10}},
Pages = {{1650-1655}},
Abstract = {{In 2016, the Department of Health in England announced that it would
   pilot the role of Named Social Worker. We chose to be part of the pilot
   because we regularly witness too many people's lives being defined by
   restrictions imposed by professionals. Erroneous associations between
   the concepts of risk and danger have become the norm in how learning
   disabled people's decision-making is perceived and managed. However, we
   believe social workers educated in the social model of disability and
   grounded more generally in disability studies offer an alternative
   perspective. The pilot is an opportunity to test our hypothesis that
   social work practice rooted in social model thinking can successfully
   challenge oppressive practice and disabling barriers, thus providing the
   opportunity for social workers to genuinely be servants not masters' in
   the lives of disabled people.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{James, E (Reprint Author), Univ Lancaster, Div Hlth Res, Ctr Disabil Res, Lancaster, England.
   James, Elaine; Mitchell, Rob, Bradford City Council, Dept Hlth \& Wellbeing, Bradford, W Yorkshire, England.
   James, Elaine, Univ Lancaster, Div Hlth Res, Ctr Disabil Res, Lancaster, England.
   Morgan, Hannah, Univ Lancaster, Dept Sociol, Ctr Disabil Res, Lancaster, England.}},
DOI = {{10.1080/09687599.2017.1340019}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Social work; adult social care; learning disability; intellectual
   disability; risk; human rights}},
Keywords-Plus = {{EDUCATION; KNOWLEDGE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{e.james4@lancaster.ac.uk}},
ORCID-Numbers = {{James, Elaine/0000-0002-3133-5298}},
Funding-Acknowledgement = {{Department of HealthDiabetes UK; Calderdale Council as part of the Named
   Social Worker pilot}},
Funding-Text = {{This work was supported by the Department of Health and Calderdale
   Council as part of the Named Social Worker pilot. The views expressed
   represent those of the authors only and not those of the funding
   agencies.}},
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Number-of-Cited-References = {{14}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FN2JU}},
Unique-ID = {{ISI:000415819000010}},
OA = {{Green Accepted, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000415819000012,
Author = {Callus, Anne-Marie},
Title = {{Making disability conferences more actively inclusive}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{10}},
Pages = {{1661-1665}},
Abstract = {{In this article I explore how generic disability conferences can become
   more inclusive of participants with intellectual disability. Increased
   inclusivity entails adapting to the support needs of people with
   intellectual disability, in line with the principles and practice of
   inclusive research. In the article I consider three specific areas where
   there can be more inclusion - access to information related to the
   conference, access to knowledge imparted during the conference, and
   financial issues. While many good practices have been developed in these
   areas, it is important to ensure that inclusion is catered for in a
   systematic and pro-active manner, so that people with intellectual
   disability have increasingly more meaningful and active roles within
   disability studies and disability research.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Callus, AM (Reprint Author), Univ Malta, Fac Social Wellbeing, Dept Disabil Studies, Msida, Malta.
   Callus, Anne-Marie, Univ Malta, Fac Social Wellbeing, Dept Disabil Studies, Msida, Malta.}},
DOI = {{10.1080/09687599.2017.1356059}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability conferences; inclusive research; accessibility; intellectual
   disability}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{anne-marie.callus@um.edu.mt}},
ORCID-Numbers = {{Callus, Anne-Marie/0000-0002-3505-3116}},
Cited-References = {{DRIEDGER D, 1989, LAST CIVIL RIGHTS MO.
   Emerson E, 2011, PEOPLE LEARNING DISA.
   KNPD, 2011, STAT PERS DIS 2011 C.
   Nind M, 2014, WHAT IS INCLUSIVE RE.
   Walmsley J., 2003, INCLUSIVE RES PEOPLE.}},
Number-of-Cited-References = {{5}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FN2JU}},
Unique-ID = {{ISI:000415819000012}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000415886400005,
Author = {Gerard, Simon and Legg, David and Zintz, Thierry},
Title = {{Multi-level analysis of institutional formation and change The case of
   the Paralympic movement}},
Journal = {{SPORT BUSINESS AND MANAGEMENT-AN INTERNATIONAL JOURNAL}},
Year = {{2017}},
Volume = {{7}},
Number = {{5, SI}},
Pages = {{515-541}},
Abstract = {{Purpose - The purpose of this paper is to explore the multi-level
   mechanisms of institutional formation and change and, in particular, how
   this occurs through the interplay of multi-level mechanisms? This is
   answered with a processual analysis of the International Paralympic
   Committee which is the international governing body of sports for people
   with an impairment.
   Design/methodology/approach - This study uses a case-study approach
   based upon archival records, collected in relevant national and
   international sport organizations. More than 2,700 pages of archives
   were gathered, some of them being accessible to researchers for the
   first time. Embargo was also successfully lifted on recent and sensitive
   documents.
   Findings - This study highlights multi-level mechanisms involved in
   institutional change processes triggered by a shifting institutional
   logic at the organizational field level. This paper also shows how field
   logic shifted at the moment of alignment between the societal, field and
   organizational levels. Moreover, it underlines how societal discourses
   influenced processes of institutional change by shaping the range of
   organizational actions available at the organizational and field levels.
   Originality/value - This paper proposes a rare account of institutional
   change processes in which interplay between the societal, field, and
   organizational levels is analyzed. Furthermore, this paper provides a
   longitudinal investigation of an under-researched empirical setting, the
   Paralympic movement. Finally, this study integrates insights from the
   disability studies' research field, which significantly deepens this
   analysis.}},
Publisher = {{EMERALD GROUP PUBLISHING LTD}},
Address = {{HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gerard, S (Reprint Author), Catholic Univ Louvain, Fac Sport Sci, Louvain La Neuve, Belgium.
   Gerard, Simon; Zintz, Thierry, Catholic Univ Louvain, Fac Sport Sci, Louvain La Neuve, Belgium.
   Legg, David, Mt Royal Univ, Dept Hlth \& Phys Educ, Calgary, AB, Canada.}},
DOI = {{10.1108/SBM-10-2016-0068}},
ISSN = {{2042-678X}},
EISSN = {{2042-6798}},
Keywords = {{Institutional change; Institutional logic; Archival records; Paralympic
   movement; Processual analysis}},
Keywords-Plus = {{ORGANIZATIONAL FIELD; COMPETING LOGICS; TRANSFORMATION; DISABILITY;
   MECHANISMS; UNIVERSITY; EMERGENCE; DYNAMICS; WORK}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Hospitality, Leisure, Sport \& Tourism}},
Author-Email = {{simon.q.gerard@uclouvain.be}},
ORCID-Numbers = {{Gerard, Simon/0000-0002-7875-529X}},
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Number-of-Cited-References = {{75}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Sport Bus. Manag.}},
Doc-Delivery-Number = {{FN3GR}},
Unique-ID = {{ISI:000415886400005}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000415008600062,
Author = {Setianti, Yanti and Nugraha, Aat and Hafiar, Hanny and Damayanti, Trie},
Editor = {{Saefurrohman and Winda, M and Suady, BA and Suhandini and Dadari, AS}},
Title = {{Teachers' Problematic In Disseminating Information On Sex Education for
   Adolescents with Disabilities Through Mass Media}},
Booktitle = {{PROCEEDINGS OF THE 4TH ASIA PACIFIC EDUCATION CONFERENCE (AECON 2017)}},
Series = {{Advances in Social Science Education and Humanities Research}},
Year = {{2017}},
Volume = {{109}},
Pages = {{338-342}},
Note = {{4th Asia Pacific Education Conference (AECON), Univ Muhammadiyah,
   Purwokerto, INDONESIA, OCT 08-09, 2017}},
Abstract = {{Schools, as education institutions have an important role in educational
   efforts, including education about health reproductive for their
   students. As a specialized educational institution for students with
   intellectual disability, SLB C has its own challenges in providing
   education about reproductive health. Whereas in SLB C equivalent to
   Junior High School level, the students have entered the age of puberty.
   On the other hand, the pattern of education conducted by the SLB cannot
   be made only to the student, but also to the parents of the students,
   because consider to the students with the intellectual disability has a
   different understanding ability. Some teachers are hoping to be able to
   disseminate information relating to the reproductive health education
   for teenagers with the intellectual disability through the mass media,
   to be accessible directly by parents who have children with special
   needs. However, there are a few problems still become the constraint, so
   that those activities have not been implemented optimally. Therefore,
   this research aims to do mapping with respect to the problems
   encountered by the school in conducting information dissemination
   concerning education about reproductive health education for disability
   teenagers through the mass media. The method used is descriptive
   qualitative with the techniques of data collection through interviews
   and observations. As for the results obtained include: technical
   barriers, consisting of scientific articles technical writing and
   article technical submissions to the mass media; as well as
   psychological barriers perceived by the teachers in information
   dissemination through the mass media.}},
Publisher = {{ATLANTIS PRESS}},
Address = {{29 AVENUE LAVMIERE, PARIS, 75019, FRANCE}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Setianti, Y (Reprint Author), Padjadjaran State Univ, Commun Fac, Bandung, Indonesia.
   Setianti, Yanti; Nugraha, Aat; Hafiar, Hanny; Damayanti, Trie, Padjadjaran State Univ, Commun Fac, Bandung, Indonesia.}},
ISSN = {{2352-5398}},
ISBN = {{978-94-6252-397-5}},
Keywords = {{education; reproductive health; disability students; scientific
   articles; mass media}},
Research-Areas = {{Education \& Educational Research; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Education \& Educational Research; Social Sciences, Interdisciplinary}},
Cited-References = {{Aryanti N. Y., 2014, JURNAL KAJIAN KOMUNI, V2/1, P93.
   Hafiar H., 2015, JURNAL DHARMAKARYA, V4, P88.
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Number-of-Cited-References = {{12}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BI8EY}},
Unique-ID = {{ISI:000415008600062}},
DA = {{2020-03-18}},
}

@article{ ISI:000413900500003,
Author = {Altermark, Niklas},
Title = {{The post-institutional era: visions of history in research on
   intellectual disability}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{9}},
Pages = {{1315-1332}},
Abstract = {{In this article, I address how the history of intellectual disability
   politics is made sense of in social scientific research and popular
   discourse. In particular, I discuss the construction of a narrative
   break between a past of institutionalisation and the present policies of
   citizenship. By drawing on how postcolonial theorists criticise common
   ideas about decolonisation, I argue that this narrative impedes our
   appreciation of how power has transformed, rather than disappeared,
   after deinstitutionalisation. Instead, I propose
   post-institutionalisation' as a name for the present era of intellectual
   disability politics, suggesting that we need to attend to continuities
   and discontinuities of how the group is governed; how paternalism lives
   on after deinstitutionalisation and how the goals of citizenship
   inclusion give rise to new technologies of government. I conclude the
   article by discussing the necessity and the dangers of involving people
   with intellectual disabilities in the analysis of post-institutional
   government.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Altermark, N (Reprint Author), Lund Univ, Dept Polit Sci, Lund, Sweden.
   Altermark, Niklas, Lund Univ, Dept Polit Sci, Lund, Sweden.}},
DOI = {{10.1080/09687599.2017.1322497}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Intellectual disability; deinstitutionalisation; Spivak; postcolonial
   theory; disability studies}},
Keywords-Plus = {{PEOPLE; CHOICE; REFLECTIONS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{niklas.altermark@svet.lu.se}},
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Number-of-Cited-References = {{69}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FL0KO}},
Unique-ID = {{ISI:000413900500003}},
DA = {{2020-03-18}},
}

@article{ ISI:000413900500005,
Author = {Mathews, Ian},
Title = {{Not like us? Wolfensberger's `major historic roles' reconsidered}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{9}},
Pages = {{1351-1365}},
Abstract = {{This interdisciplinary article revisits and re-evaluates an element of
   conceptual theory devised by Wolf Wolfensberger (1934-2011), one of the
   founding fathers of disability studies. Wolfensberger devised a typology
   which sought to historically position the ways in which disabled people,
   particularly those with intellectual impairments, have been viewed,
   perceived, stigmatised and (mis)used by wider society. Given that the
   academic, professional and practical landscape of disability studies has
   changed markedly over the last several decades, it is useful to revisit
   and reinterpret past ideas to test their ability to inform our current
   understandings. Using two recent examples from the United Kingdom of
   when care provision for people with intellectual impairments and complex
   needs has gone wrong, this article re-evaluates Wolfensberger's typology
   and concludes that it remains of relevance and should continue to inform
   our thinking.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mathews, I (Reprint Author), Univ Lincoln, Sch Hlth \& Social Care, Social Work, Lincoln, England.
   Mathews, Ian, Univ Lincoln, Sch Hlth \& Social Care, Social Work, Lincoln, England.}},
DOI = {{10.1080/09687599.2017.1322494}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Wolfensberger; major historic roles; intellectual impairment; labelling;
   abuse}},
Keywords-Plus = {{DISABLED PEOPLE; DISABILITY; AUSTERITY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{imathews@lincoln.ac.uk}},
Cited-References = {{{[}Anonymous], 2016, BBC NEWS.
   Bonner Les, 2015, COMMUNITY LIVING, V28, P18.
   Briant E, 2013, DISABIL SOC, V28, P874, DOI 10.1080/09687599.2013.813837.
   Calder Andy, 2004, VOICES DISABILITY LA, P5.
   Care Quality Commission, 2016, ACT TAK CQC PROT PEO.
   Cross M, 2013, DISABIL SOC, V28, P719, DOI 10.1080/09687599.2013.808087.
   Flynn M., 2012, WINTERBOURNE VIEW HO.
   Goffman E., 1961, ASYLUMS ESSAYS SOCIA.
   Hawkins Peter, 2004, VOICES DISABILITY LA, P45.
   Hill A., 2012, GUARDIAN.
   Lockyer S, 2015, DISABIL SOC, V30, P1397, DOI 10.1080/09687599.2015.1106402.
   O'Brien J, 1981, PRINCIPLE NORMALISAT.
   PARSONS T, 1951, SOCIAL SYSTEM.
   Stramondo JA, 2010, SOC PHILOS TODAY, V26, P121, DOI 10.5840/socphiltoday20102610.
   Wilson PK, 2002, LIT MED, V21, P1, DOI 10.1353/lm.2002.0014.
   Wolfensberger W., 1972, PRINCIPLE NORMALIZAT.
   Wolfensberger Wolf, 1992, NEW GENOCIDE HANDICA.}},
Number-of-Cited-References = {{17}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FL0KO}},
Unique-ID = {{ISI:000413900500005}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000411319000117,
Author = {Cirligeanu, Margareta},
Editor = {{Soare, E and Langa, C}},
Title = {{THE FORMATIVE VALUE OF LITERARY TEXTS TO STUDENTS WITH MENTAL
   DISABILITIES}},
Booktitle = {{EDU WORLD 7TH INTERNATIONAL CONFERENCE}},
Series = {{European Proceedings of Social and Behavioural Sciences}},
Year = {{2017}},
Volume = {{23}},
Pages = {{962-970}},
Note = {{7th International Edu World Conference (Edu World), Pitesti, ROMANIA,
   NOV 04-05, 2016}},
Abstract = {{The formation of mental disabilities students' communication competence
   by means of literary texts constitutes an important stage in the
   becoming of human being as receptor of literary works and phenomena. The
   development of student's aesthetic and moral attitude towards classes of
   Romanian language and literature in general, and especially towards the
   literary work requires the selection of different technologies and
   didactic activities.
   The main directions that are discussed in the research from
   communication domain, especially of texts formation/interpretation at
   students with mental disabilities, are targeting the formation of
   communicative behaviour through various strategies of educational
   interaction. This situation generates the research problem that consists
   in analysing the communication competence at students with mental
   disabilities by means of literary text more exactly in determining the
   level of vocabulary development and enrichment, their training into free
   discussions, but also their written and oral expression during the
   Romanian language and literature classes.
   Among the main objectives of the research, we enumerate: the
   determination of initial level of students' preparation as starting
   point for psycho-pedagogical organisation of the experiment; the
   utilisation of specific didactic strategy in order to form the
   communication competence by means of literary text at students with
   mental disabilities; elaboration of curricular demarche of formation of
   communication competence by means of literary text at students with
   mental disabilities. (C) 2017 Published by Future Academy www.
   FutureAcademy. org. uk}},
Publisher = {{FUTURE ACAD}},
Address = {{PO BOX 24333, NICOSIA, 1703, CYPRUS}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Cirligeanu, M (Reprint Author), Ion Creanga State Pedag Univ Chisinau, Kishinev, Moldova.
   Cirligeanu, Margareta, Ion Creanga State Pedag Univ Chisinau, Kishinev, Moldova.}},
DOI = {{10.15405/epsbs.2017.05.02.118}},
ISSN = {{2357-1330}},
Keywords = {{Literary text; students with mental disabilities; communication}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mreta19@yahoo.com}},
Cited-References = {{Dersidan Ioan, 1992, TEXT PRIMATE.
   Ghergut Alois, 2005, SPECIAL PSYCHO PEDAG.
   Goia Vistian, 2002, DIDACTICS ROMANIAN L.
   Marin Mariana, 2013, READING DIDACTICS.
   Paunescu Constantin, 1976, MENTAL DEFICIENCY LE.
   Popovici Doru-Vlad., 2000, COMMUNICATION DEV CH.
   Rosca Mariana, 1967, PSYCHOL PEOPLE MENTA.
   Schiopu Ursula, 1992, VERBAL NONVERBAL COM, P10.
   Stanica Ilie, 1993, LEARNING LANGUAGE CO, P85.}},
Number-of-Cited-References = {{9}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BI3NT}},
Unique-ID = {{ISI:000411319000117}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000411762500008,
Author = {Viluckiene, Jolita and Ruskus, Jonas},
Title = {{Configurations of Using Social Networking Sites and Perceived Online
   Social Capital Among Adults With and Without Disabilities}},
Journal = {{POLISH SOCIOLOGICAL REVIEW}},
Year = {{2017}},
Number = {{199}},
Pages = {{387-403}},
Abstract = {{Drawing on nationally representative survey 2014 data, this article
   examines the implications of social networking sites (SNS) use and the
   relationship with perceived online social capital among Lithuanian
   adults with and without disabilities. By contributing to the wide
   academic discussion on the value of online and social networks for
   people with disabilities, this research shows that intensive
   participation on SNS (as Facebook) presupposes stronger affective and
   evaluative dimensions of social capital. This relatively strong
   affective and evaluative social capital perception is more
   characteristic of the persons with disabilities (both with physical and
   sensory disabilities) than the persons without disabilities. The
   research data also shows that adults with physical disabilities mainly
   benefit from SNS as a bridging capital resource thanks to its various
   practical benefits, established connections and contacts, and
   participation according to one's interests by bypassing the limitations
   posed by the physical environment. These results add to the positive,
   optimistic information technology and disability studies discourse which
   argues that the use of social networking sites is of higher value to the
   persons with disabilities than the persons without disabilities.}},
Publisher = {{POLSKIE TOWARZYSTWO SOCJOLOGICZNE-POLISH SOCIOLOGICAL ASSOC}},
Address = {{UL NOWY SWIAT 72, POK 216, WARSAW, 00330, POLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Viluckiene, J (Reprint Author), Klaipeda Univ, Ctr Study Social Change, Klaipeda, Lithuania.
   Viluckiene, Jolita, Klaipeda Univ, Ctr Study Social Change, Klaipeda, Lithuania.
   Ruskus, Jonas, Vytautas Magnus Univ, Dept Social Work, Kaunas, Lithuania.}},
ISSN = {{1231-1413}},
Keywords = {{social networking sites; online social capital; persons with
   disabilities; nationally representative survey}},
Keywords-Plus = {{FACEBOOK USE; INTERNET; OFFLINE; INDIVIDUALS; COMMUNITY; MODEL;
   PARTICIPATION; CONSEQUENCES; PEOPLE}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{jolitav.ku@gmail.com
   j.ruskus@smf.vdu.lt}},
Funding-Acknowledgement = {{European Union Structural Funds project ``Postdoctoral Fellowship
   Implementation in Lithuania{''} within the framework of the Measure for
   Enhancing Mobility of Scholars and Other Researchers; Promotion of
   Student Research of the Program of Human Resources Development Action
   Plan {[}VP1-3.1-SMM-01]}},
Funding-Text = {{This research was funded by European Union Structural Funds project
   ``Postdoctoral Fellowship Implementation in Lithuania{''} within the
   framework of the Measure for Enhancing Mobility of Scholars and Other
   Researchers and the Promotion of Student Research (VP1-3.1-SMM-01) of
   the Program of Human Resources Development Action Plan.}},
Cited-References = {{Ackland R., 2013, WEB SOCIAL SCI CONCE.
   Amichai-Hamburger Y, 2013, COMPUT HUM BEHAV, V29, P33, DOI 10.1016/j.chb.2012.05.025.
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   Baker PMA, 2013, TELEMAT INFORM, V30, P22, DOI 10.1016/j.tele.2012.03.004.
   Boyd DM, 2007, J COMPUT-MEDIAT COMM, V13, P210, DOI 10.1111/j.1083-6101.2007.00393.x.
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   Dholakia UM, 2004, INT J RES MARK, V21, P241, DOI 10.1016/j.ijresmar.2003.12.004.
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   Ellis K, 2011, ROUTL STUD NEW MEDIA, V7, P1.
   Ellison N., 2010, NETWORKED SELF IDENT, P124.
   Ellison N.B., 2013, OXFORD HDB INTERNET, P151, DOI DOI 10.1093/OXFORDHB/9780199589074.001.0001.
   Ellison NB, 2007, J COMPUT-MEDIAT COMM, V12, P1143, DOI 10.1111/j.1083-6101.2007.00367.x.
   Ellison NB, 2014, NEW MEDIA SOC, V16, P1104, DOI 10.1177/1461444814543998.
   Ester P, 2003, INT SOCIOL, V18, P659, DOI 10.1177/0268580903184002.
   Eurostat, 2014, IND REG US INT NUTS.
   Forman AE, 2011, INT J E-POLIT, V2, P1, DOI 10.4018/jep.2011040101.
   Gage EA, 2013, SOC SCI MED, V95, P43, DOI 10.1016/j.socscimed.2012.09.001.
   Grimaldi C, 1999, INTERNET RES, V9, P272, DOI 10.1108/10662249910286743.
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   Hampton KN, 2003, INFORM SOC, V19, P417, DOI 10.1080/01972240390241547.
   Hofer M, 2013, COMPUT HUM BEHAV, V29, P2134, DOI 10.1016/j.chb.2013.04.038.
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   Huysman M, 2004, SOCIAL CAPTIAL AND INFORMATION TECHNOLOGY, P1.
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   Ministry of Social Security and Labour, 2014, SOC REP 2013 2014.
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   Obst P, 2010, J COMMUNITY APPL SOC, V20, P525, DOI 10.1002/casp.1067.
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   Oser Jennifer, 2015, INFORM COMMUNICATION, V18, P1.
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   Putnam Robert D., 2000, BOWLING ALONE COLLAP.
   Rice R. E, 2013, OXFORD HDB INTERNET, P354.
   Rui J. R, 2014, SOCIAL SCI COMPUTER, P1.
   Seymour W, 2004, DISABIL SOC, V19, P291, DOI 10.1080/09687590410001689421.
   Shih C, 2010, FACEBOOK ERA TRAPPIN.
   Shoham S, 2012, AM ANN DEAF, V157, P251, DOI 10.1353/aad.2012.1625.
   Shpigelman CN, 2014, J COMPUT-MEDIAT COMM, V19, P610, DOI 10.1111/jcc4.12059.
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   Steinfield Charles, 2009, P 4 INT C COMM TECHN, P245, DOI {[}DOI 10.1145/1556460.1556496, 10.1145/1556460.1556496].
   Subrahmanyam K, 2008, J APPL DEV PSYCHOL, V29, P420, DOI 10.1016/j.appdev.2008.07.003.
   Trepte S, 2012, COMPUT HUM BEHAV, V28, P832, DOI 10.1016/j.chb.2011.12.003.
   Tsaousides T, 2011, BRAIN INJURY, V25, P1155, DOI 10.3109/02699052.2011.613086.
   Vergeer M, 2009, J COMPUT-MEDIAT COMM, V15, P189, DOI 10.1111/j.1083-6101.2009.01499.x.
   Williams D., 2006, J COMPUT-MEDIAT COMM, V11, P593, DOI {[}10.1111/j.1083-6101.2006.00029.x, DOI 10.1111/J.1083-6101.2006.00029.X].
   Zhang Y, 2015, NEW MEDIA SOC, V17, P1007, DOI 10.1177/1461444813520477.}},
Number-of-Cited-References = {{51}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Pol. Sociol. Rev.}},
Doc-Delivery-Number = {{FI2IO}},
Unique-ID = {{ISI:000411762500008}},
DA = {{2020-03-18}},
}

@article{ ISI:000410824200003,
Author = {Raphael, Rebecca},
Title = {{Psyche's imperative: recollections of Leland Roloff the teacher}},
Journal = {{TEXT AND PERFORMANCE QUARTERLY}},
Year = {{2017}},
Volume = {{37}},
Number = {{2, SI}},
Pages = {{97-109}},
Abstract = {{This personal essay explores Leland Roloff's influence on the author,
   who was an undergraduate advisee near the end of Roloff's teaching
   career. For a student intent on becoming both an academic and a writer,
   Roloff modeled conscious address to these sometimes divergent projects.
   His teaching methods called on students to exercise both intellectual
   and artistic skills, and to reflect in their work on the conjunction and
   disjunction of those spheres. The essay explores three sites of
   influence: (1) Roloff's Archetypal and Psychological Approaches to
   Literature, in which his presentation of the Greek god Hephaistos had a
   deep and enduring impact on the author's personal insight, academic
   work, and literary-performative work; (2) the significance of Roloff's
   guidance through Goethe's Faust as a meditation on teachers, students,
   and academic inquiry; and (3) the author's encounter with Roloff's own
   articulation of himself as a teacher through the papers held in the
   Northwestern University Archive. In every area, the essay draws on
   primary source material, including the author's student course notes and
   personal journal, written responses from Roloff on academic work and in
   later correspondence, and material from the Leland Roloff Papers. The
   essay reflects on the nature of these textual sources, their embodied
   presence, and the performativity of their interleaving. Finally, the
   essay closes on the author's first and most enduring impression of
   Leland Roloff: his treatment of students as artists, not student-artists
   or aspirants, but as already-responsible artists.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Raphael, R (Reprint Author), Texas State Univ, Dept Philosophy, San Marcos, TX 78666 USA.
   Raphael, Rebecca, Texas State Univ, Dept Philosophy, San Marcos, TX 78666 USA.}},
DOI = {{10.1080/10462937.2017.1308544}},
ISSN = {{1046-2937}},
EISSN = {{1479-5760}},
Keywords = {{Leland Roloff; performance studies; Faust; Hephaistos; disability
   studies}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{rr23@txstate.edu}},
Cited-References = {{{[}Anonymous], 2003, ACTUAL LIVES.
   Goethe Johann Wolfgang Von, 1985, FAUST.
   Raphael Rebecca, INVISIBLE SYLLABUS.
   Raphael Rebecca, 1989, COURSE NOTES.
   Raphael Rebecca, 1987, PERSONAL J.
   Roloff Leland H, 1989, COURSE MAT.}},
Number-of-Cited-References = {{6}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Text Perform. Q.}},
Doc-Delivery-Number = {{FH0IW}},
Unique-ID = {{ISI:000410824200003}},
DA = {{2020-03-18}},
}

@article{ ISI:000410852400007,
Author = {Whitburn, Ben and Moss, Julianne and O'Mara, Joanne},
Title = {{The National Disability Insurance Scheme and access to education:
   progressive or coercive policy discourse?}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2017}},
Volume = {{21}},
Number = {{10}},
Pages = {{1065-1079}},
Abstract = {{This paper explores the experiences of a small group of families in
   Australia in relation to recent reform to disability policy by way of
   the National Disability Insurance Scheme (NDIS). Framed in critical
   disability perspectives of policy implementation research, the paper
   focuses on the extent to which the scheme articulates inclusive
   opportunities for children and young people with disabilities,
   particularly in relation to facilitating access to education. Interview
   data that illustrate families' expectations of the scheme and latter-day
   experiences, coercions and negotiations highlight the tensions that
   exist for scheme participants who draw on its provision to support their
   education. These first- and second-order policy effects indicate a
   welcome change to disability support in Australia, though the extent to
   which the scheme can advance inclusion for people with disabilities is
   uncertain, given the distance rendered between the policy and its
   participants and other service systems. The paper concludes with a
   theoretical discussion based on the analysis of how the NDIS is framed
   to interrelate with scheme participants and education and how it might
   be reframed for better outcomes.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Whitburn, B (Reprint Author), Deakin Univ, Sch Educ, 221 Burwood Hwy, Burwood 3125, Australia.
   Whitburn, Ben; O'Mara, Joanne, Deakin Univ, Sch Educ, 221 Burwood Hwy, Burwood 3125, Australia.
   Moss, Julianne, Deakin Univ, Sch Educ, Pedag Studies, Burwood, Australia.
   Moss, Julianne, Deakin Univ, Sch Educ, Res Educ Impact Strateg Res Ctr, Burwood, Australia.}},
DOI = {{10.1080/13603116.2017.1348549}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{National Disability Insurance Scheme; critical disability studies;
   policy enactment; inclusive education; NDIS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{b.whitburn@deakin.edu.au}},
ResearcherID-Numbers = {{O'Mara, Joanne A/J-2117-2016
   }},
ORCID-Numbers = {{O'Mara, Joanne A/0000-0003-3511-1125
   Whitburn, Ben/0000-0003-3137-2803}},
Cited-References = {{Allan J, 2017, DISCOURSE-ABINGDON, V38, P70, DOI 10.1080/01596306.2015.1104853.
   Ball S. J., 2006, ED POLICY SOCIAL CLA.
   Bonyhady Bruce, 2015, WHAT WHY WHO MARKET.
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   Braidotti R, 2013, POSTHUMAN.
   Callaway Libby, 2015, CONSIDERATIONS NATL.
   Deleuze G., 1987, 1000 PLATEAUS CAPITA.
   Erevelles N, 2011, DISABILITY DIFFERENC.
   Foucault M., 1980, POWER KNOWLEDGE SELE, P78.
   Foucault Michel, 1991, FOUCAULT EFFECT STUD, P87, DOI DOI 10.7208/CHICAGO/9780226028811.001.0001.
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   Howard A, 2015, DISABIL SOC, V30, P1365, DOI 10.1080/09687599.2015.1093462.
   Liasidou A, 2008, J EDUC POLICY, V23, P483, DOI 10.1080/02680930802148933.
   Michel Foucault, 1977, LANGUAGE COUNTER MEM, P29.
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   National Disability Services, 2016, STAT DIS SECT REP.
   NDIA (National Disability Insurance Agency), REAS NEC SUPP.
   NDIA (National Disability Insurance Agency), 2015, PRINC DET RESP NDIS.
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   Purcal C, 2014, AUST J PUBL ADMIN, V73, P88, DOI 10.1111/1467-8500.12063.
   Slee R, 2011, FOUND FUTURES EDUC, P1.
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   The United Nations, 2006, TREAT SER, V2515, P3.
   Thill C, 2015, DISABIL SOC, V30, P15, DOI 10.1080/09687599.2014.987220.
   Whitburn B, 2017, J EDUC POLICY, V32, P467, DOI 10.1080/02680939.2017.1280185.
   Whitburn B, 2015, INT J INCLUSIVE EDUC, V19, P518, DOI 10.1080/13603116.2014.954640.}},
Number-of-Cited-References = {{29}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{FH0TB}},
Unique-ID = {{ISI:000410852400007}},
DA = {{2020-03-18}},
}

@article{ ISI:000409365400002,
Author = {Abbott, Chris},
Title = {{Editing JAT and enabling publication: an afterword}},
Journal = {{JOURNAL OF ENABLING TECHNOLOGIES}},
Year = {{2017}},
Volume = {{11}},
Number = {{1}},
Pages = {{3-5}},
Abstract = {{Purpose - An afterword from the previous editor of this journal, looking
   back at what has been notable and ahead to what seem to be likely
   changes in the future. The paper aims to discuss this issue.
   Design/methodology/approach - Overview of key issues in the first ten
   years of the Journal of Assistive Technologies.
   Findings - Some key issues are identified and likely future foci are
   tentatively suggested.
   Originality/value - An editorial perspective.}},
Publisher = {{EMERALD GROUP PUBLISHING LTD}},
Address = {{HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Abbott, C (Reprint Author), Kings Coll London, Assist Technol, London, England.
   Abbott, Chris, Kings Coll London, Assist Technol, London, England.}},
DOI = {{10.1108/JET-12-2016-0024}},
ISSN = {{2398-6263}},
Keywords = {{Practices; Publication; Robotics; Assistive technology; Mobile;
   Disability studies}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{chris.abbott@kcl.ac.uk}},
Cited-References = {{Abbott C., 2007, E INCLUSION LEARNING, P3.
   Abbott C, 2007, J ASSIST TECHNOL, V1, P2, DOI 10.1108/17549450200700011.
   Abbott C, 2014, DISABIL REHABIL-ASSI, V9, P453, DOI 10.3109/17483107.2013.840862.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Enabling Technol.}},
Doc-Delivery-Number = {{FF9VG}},
Unique-ID = {{ISI:000409365400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000408778700036,
Author = {Hoffmann, Knut},
Title = {{The German Aging and Disability Study (GADS): Setup and 5-Year Follow-Up}},
Journal = {{JOURNAL OF MENTAL HEALTH RESEARCH IN INTELLECTUAL DISABILITIES}},
Year = {{2017}},
Volume = {{10}},
Number = {{1, SI}},
Pages = {{46-47}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Hoffmann, Knut, Univ Hosp Bochum, LWL, Bochum, Germany.}},
ISSN = {{1931-5864}},
EISSN = {{1931-5872}},
Keywords = {{ageing assessment}},
Research-Areas = {{Education \& Educational Research; Psychiatry; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Psychiatry; Rehabilitation}},
Author-Email = {{Knut.hoffmann@lwl.org}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Ment. Health Res. Intellect. Disabil.}},
Doc-Delivery-Number = {{FF3EQ}},
Unique-ID = {{ISI:000408778700036}},
DA = {{2020-03-18}},
}

@article{ ISI:000408438300017,
Author = {Arzhanykh, V, E.},
Title = {{Higher Education in Persons with Disabilities: Statistical Analysis}},
Journal = {{PSIKHOLOGICHESKAYA NAUKA I OBRAZOVANIE-PSYCHOLOGICAL SCIENCE AND
   EDUCATION}},
Year = {{2017}},
Volume = {{22}},
Number = {{1}},
Pages = {{150-160}},
Abstract = {{The paper presents statistical research data on teaching/learning in
   individuals with disabilities enrolled in higher education programmes.
   The analysis is based on the information drawn from a statistical form
   VPO-1 ``Information on educational organization offering bachelor's,
   master's and specialist programmes in higher education{''}. The
   following indicators were analysed: the dynamics of the number of
   students with disabilities studying at universities; distribution of
   students according to the level of higher education and the type of
   their disability; distribution of students according to the chosen
   profession; and the data collected in the Russian regions. The paper
   concludes that even though the available statistical data do not allow
   for a full complex exploration into the subject of higher education in
   students with disabilities, the scope of the accessible information is
   reasonably wide.}},
Publisher = {{MOSCOW STATE UNIV PSYCHOLOGY \& EDUCATION}},
Address = {{UL SRETENKA, 29, MOSCOW, 127051, RUSSIA}},
Type = {{Article}},
Language = {{Russian}},
Affiliation = {{Arzhanykh, EV (Reprint Author), Moscow State Univ Psychol \& Educ, Ctr Appl Res Psychol \& Pedag, Moscow, Russia.
   Arzhanykh, E., V, Moscow State Univ Psychol \& Educ, Ctr Appl Res Psychol \& Pedag, Moscow, Russia.}},
DOI = {{10.17759/pse.2017220117}},
ISSN = {{1814-2052}},
EISSN = {{2311-7273}},
Keywords = {{students; special needs; disability}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Multidisciplinary}},
Author-Email = {{ArzhanyhEV@mgppu.ru}},
Cited-References = {{{[}Anonymous], 2013, IND OBR 2013 STAT SB.
   El'nik V., ROSSIISKAYA GAZETA F.
   Razbezhkina Yu., DAGESTAN RESPUBLIKA.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Psikhologicheskaya Nauka Obrazovanie-Psychol. Sci. Educ.}},
Doc-Delivery-Number = {{FE8EL}},
Unique-ID = {{ISI:000408438300017}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000408684400007,
Author = {Woudzia, Lisa A.},
Title = {{Supported decision-making and positive psychology}},
Journal = {{RESEARCH AND PRACTICE IN INTELLECTUAL AND DEVELOPMENTAL DISABILITIES}},
Year = {{2017}},
Volume = {{4}},
Number = {{1, SI}},
Pages = {{61-68}},
Abstract = {{Advances made in positive psychology are having an impact on everyday
   choices that people are making and on decisions on how to best live
   their lives. Taking the advances in research from within positive
   psychology and applying them to questions within disability studies has
   the potential to provide a more accurate, respectful, and less
   value-laden means to identifying the subjective choices of individuals
   with intellectual disabilities. Examinations of the issue of supported
   decision-making, in particular, may benefit from an overlay analysis
   from positive psychology. The work of Martin Seligman has identified
   five elements that are crucial to wellbeing and flourishing in life:
   positive emotion, engagement, positive relationships, meaning, and
   accomplishment. These elements, making up the acronym PERMA, are
   examined in this article in relation to how they may be adopted to
   facilitate supported decision-making. PERMA, it is argued, will allow
   for better access to an individual's subjective perspective, and will
   keep the focus on wellbeing.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Woudzia, LA (Reprint Author), Reach Child \& Youth Dev Soc, Delta, BC, Canada.
   Woudzia, Lisa A., Reach Child \& Youth Dev Soc, Delta, BC, Canada.}},
DOI = {{10.1080/23297018.2016.1188412}},
ISSN = {{2329-7018}},
EISSN = {{2329-7026}},
Keywords = {{supported decision-making; positive psychology; intellectual disability;
   disability studies}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{lisaw@reachchild.org}},
Cited-References = {{Baggs A., 2012, LOUD HANDS AUTISTIC.
   Coffey JK, 2016, J HAPPINESS STUD, V17, P187, DOI 10.1007/s10902-014-9590-8.
   Davy L, 2015, HYPATIA, V30, P132, DOI 10.1111/hypa.12119.
   Disabato D. J., 2015, PSYCHOL ASSESSM 0907.
   Hone L. C., 2014, INT J WELLBEING, V4, P62, DOI DOI 10.5502/IJW.V4I1.4.
   Kant I., 1785, CRITIQUE PRACTICAL R.
   Kern ML, 2015, J POSIT PSYCHOL, V10, P262, DOI 10.1080/17439760.2014.936962.
   Lashewicz B., 2014, UNDERSTANDING ADDRES.
   Nations U., 2006, CONV RIGHTS PERS DIS.
   Parks A. C., HDB POSITIV IN PRESS.
   Rawls John., 1993, POLITICAL LIBERALISM.
   Seligman M.E.P., 2011, FLOURISH VISIONARY N.
   Simon-Thomas E., 2004, THESIS.
   Stainton T, 2016, RES PRACT INTELLECT, V3, P1, DOI 10.1080/23297018.2015.1063447.
   Strathern Marilyn, 1988, GENDER GIFT PROBLEMS.}},
Number-of-Cited-References = {{15}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Res. Pract. Intellect. Dev. Disabil.}},
Doc-Delivery-Number = {{FF1UM}},
Unique-ID = {{ISI:000408684400007}},
DA = {{2020-03-18}},
}

@article{ ISI:000407584100005,
Author = {Ryskamp, Dani Alexis},
Title = {{The Oxford Handbook of Music and Disability Studies}},
Journal = {{JOURNAL OF MUSICOLOGICAL RESEARCH}},
Year = {{2017}},
Volume = {{36}},
Number = {{3}},
Pages = {{256-257}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
DOI = {{10.1080/01411896.2017.1340036}},
ISSN = {{0141-1896}},
EISSN = {{1547-7304}},
Research-Areas = {{Music}},
Web-of-Science-Categories  = {{Music}},
Cited-References = {{Howe B., 2016, OXFORD HDB MUSIC DIS.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Musicol. Res.}},
Doc-Delivery-Number = {{FD5QE}},
Unique-ID = {{ISI:000407584100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000407621100003,
Author = {Fletcher, Brandon and Primack, Alvin J.},
Title = {{Driving toward disability rhetorics: narrative, crip theory, and
   eco-ability in Mad Max: Fury Road}},
Journal = {{CRITICAL STUDIES IN MEDIA COMMUNICATION}},
Year = {{2017}},
Volume = {{34}},
Number = {{4}},
Pages = {{344-357}},
Abstract = {{We argue that the film Mad Max: Fury Road challenges stigmas associated
   with disability by conceptualizing a world that embraces the differences
   between disabled and abled bodies. Drawing on crip theory and
   eco-ability scholarship, we examine how Mad Max: Fury Road's narrative
   criticizes normative and ableist understandings about the body by
   imagining a world that constructs accessible and valued spaces for the
   disabled. Dolmage {[}Dolmage, J. (2013). Disability Rhetoric. New York:
   Syracuse University Press] argues that scholars need to situate rhetoric
   on the experiences of disabled bodies to generate new meanings about
   disability. Mad Max: Fury Road generates such meanings by challenging
   normative and stigmatizing conceptions of disability through positive
   and nuanced representations of disabled bodies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Fletcher, B (Reprint Author), Calif State Univ Long Beach, Commun Studies, Long Beach, CA 90840 USA.
   Fletcher, Brandon, Calif State Univ Long Beach, Commun Studies, Long Beach, CA 90840 USA.
   Primack, Alvin J., Univ Pittsburgh, Commun, Pittsburgh, PA USA.}},
DOI = {{10.1080/15295036.2017.1329540}},
ISSN = {{1529-5036}},
EISSN = {{1479-5809}},
Keywords = {{Disability studies; crip theory; eco-ability; narrative; film}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{bfletch3r@gmail.com}},
ORCID-Numbers = {{Primack, Alvin/0000-0001-7320-1338}},
Cited-References = {{Berger James, 2014, DISARTICULATE LANGUA.
   Birge S., 2010, DISABIL STUD O, V30, P25.
   Bishop B, 2016, THE VERGE       0418.
   Cardillo LW, 2010, WESTERN J COMM, V74, P525, DOI 10.1080/10570314.2010.512280.
   Colling S., 2012, EARTH ANIMAL DISABIL, P91.
   Dolmage J. T., 2013, DISABILITY RHETORIC.
   Duncan J. M., 2012, EARTH ANIMAL DISABIL, P38.
   Foss KA, 2014, CRIT STUD MEDIA COMM, V31, P426, DOI 10.1080/15295036.2014.968603.
   Johnson DA, 2008, CRIT STUD MEDIA COMM, V25, P28, DOI 10.1080/15295030701851130.
   Kafai S., 2013, DISABILITY STUDIES Q, V33, P1.
   Libbey D., 2016, M GIBSON ALMOST PLAY.
   Lindemann K, 2008, WESTERN J COMM, V72, P107, DOI 10.1080/10570310802038382.
   Lubet A., 2006, DISABILITY STUDIES Q, V26, P7.
   McRuer R, 2006, CRIP THEORY CULTURAL.
   Nocella II Anthony J., EARTH ANIMAL DISABIL, P3.
   Rosenberg M., 2009, DSQ DISABILITY STUDI, V29, P8.
   Siebers Tobin, 2006, DISABILITY STUDIES R, P173.
   Smith K., 2015, NEW YORK POST.
   Smith R. M., EARTH ANIMAL DISABIL, P59.
   Thomson Rosemarie Garland, 2006, DISABILITY STUDIES R, P257.
   Valenti J, 2015, GUARDIAN.
   Wendell S., 2006, DISABILITY STUDIES R, P243.
   Williams P, 2005, SCI-FICTION STUD, V32, P301.
   Yergeau Melanie, 2011, DISABILITY STUDIES Q, V31.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Crit. Stud. Media Comm.}},
Doc-Delivery-Number = {{FD6EF}},
Unique-ID = {{ISI:000407621100003}},
DA = {{2020-03-18}},
}

@article{ ISI:000407624400008,
Author = {Lawyer, Revie Gloshanda},
Title = {{DisCrit-Disability Studies and Critical Race Theory in Education}},
Journal = {{EDUCATIONAL STUDIES-AESA}},
Year = {{2017}},
Volume = {{53}},
Number = {{4}},
Pages = {{402-406}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Lawyer, RG (Reprint Author), Univ Tennessee, Knoxville, TN 37996 USA.
   Lawyer, Revie Gloshanda, Univ Tennessee, Knoxville, TN 37996 USA.}},
DOI = {{10.1080/00131946.2017.1334656}},
ISSN = {{0013-1946}},
EISSN = {{1532-6993}},
Keywords-Plus = {{RESISTANCE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
ORCID-Numbers = {{Lawyer, Gloshanda/0000-0001-7585-1537}},
Cited-References = {{Bell Chris, 2011, BLACKNESS DISABILITY, p{[}1, 3].
   Bell Chris, 2006, DISABILITY STUDIES R, P275.
   Campbell F. K., 2009, CONTOURS ABELISM PRO.
   Connor D. J., 2008, URBAN NARRATIVES POR.
   Connor DJ, 2007, DISABIL SOC, V22, P63, DOI 10.1080/09687590601056717.
   Connor David J, 2016, DISCRIT DISABILITY S.
   Crenshaw K., 2016, K CRENSHAW URGENCY I.
   Crenshaw Kimberle, 1991, STANFORD LAW REV, V43, P1241, DOI DOI 10.2307/1229039.
   Crenshaw Kimberle Williams, 1989, UNIV CHICAGO LEG FOR, V14, P139, DOI DOI 10.1525/SP.2007.54.1.23.
   Crenshaw KW, 1995, CRITICAL RACE THEORY, P357.
   Erevelles N, 2011, DISABILITY DIFFERENC.
   Erevelles N., 2000, EDUC THEORY, V50, P25, DOI {[}10.1111/j.1741-5446.2000.00025.x, DOI 10.1111/J.1741-5446.2000.00025.X].
   Ferri BA, 2005, TEACH COLL REC, V107, P453, DOI 10.1111/j.1467-9620.2005.00483.x.
   Ferri BA, 2014, RACE ETHNIC EDUC-UK, V17, P471, DOI 10.1080/13613324.2014.911168.
   Ladson-Billings G., 1998, QUALITATIVE STUDIES, V11, P7, DOI DOI 10.1080/095183998236863.
   Ladson-Billings G., 2009, ROUTLEDGE INT HDB CR, P110.
   Ladson-Billings G., 2006, ED RES, V35, P3, DOI DOI 10.3102/0013189X035007003.
   Ladson-Billings GJ, 1999, REV RES EDUC, V24, P211.
   SHAKESPEARE T, 1996, EXPLORING DIVIDE ILL, P94.
   Solorzano D. G., 1998, INT J QUALITATIVE ST, V11, P121, DOI DOI 10.1080/095183998236926.
   Solorzano DG, 2001, URBAN EDUC, V36, P308, DOI 10.1177/0042085901363002.}},
Number-of-Cited-References = {{21}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Educ. Stud.-AESA}},
Doc-Delivery-Number = {{FD6FM}},
Unique-ID = {{ISI:000407624400008}},
DA = {{2020-03-18}},
}

@article{ ISI:000406829700019,
Author = {Pollard, Nick and Block, Pamela},
Title = {{Who occupies disability?}},
Journal = {{CADERNOS BRASILEIROS DE TERAPIA OCUPACIONAL-BRAZILIAN JOURNAL OF
   OCCUPATIONAL THERAPY}},
Year = {{2017}},
Volume = {{25}},
Number = {{2}},
Pages = {{417-426}},
Abstract = {{Locating occupational therapy within gendered and racialized systems of
   power, the authors consider the intersectional nature of critical
   disability studies discourse and the need for occupational therapy to
   incorporate such values into practice. This article discusses ways in
   which occupational therapy as a profession and individual therapists can
   align with or resist the economic determination which has come to
   dominate medical systems. It considers some of the political background
   to the history of the profession and its relationship with power. This
   positioning of the profession is explored against the impact of
   neoliberal economic policy on health, rights, service delivery and
   disability, and against some key issues, the pressure of ageing
   populations and the positon of occupational therapists as women
   professionals. Current policies present a critical challenge to central
   occupational therapy tenets. Occupational therapists may find themselves
   working both in alliance with disabled people and disability activists,
   and against them.}},
Publisher = {{CUBA EDITORA}},
Address = {{CUBA EDITORA, SAO CARLOS, 00000, BRAZIL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pollard, N (Reprint Author), Sheffield Hallam Univ, Occupat Therapy, Robert Winston Bldg,11-19 Broomhall Rd, Sheffield S10 2BP, S Yorkshire, England.
   Pollard, Nick, Sheffield Hallam Univ, Dept Occupat Therapy \& Vocat Rehabil, Sheffield, S Yorkshire, England.
   Block, Pamela, SUNY Stony Brook, Stonybrook Sch Hlth Technol \& Management, Stony Brook, NY 11794 USA.}},
DOI = {{10.4322/0104-4931.ctoEN18252}},
ISSN = {{2526-8910}},
Keywords = {{Occupational Therapy; Power; Politics; Economics}},
Keywords-Plus = {{OCCUPATIONAL-THERAPY; JUSTICE; COMMUNITY; TENSIONS; LIFE}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{N.Pollard@shu.ac.uk}},
Cited-References = {{Ackroyd S, 2007, PUBLIC ADMIN, V85, P9, DOI 10.1111/j.1467-9299.2007.00631.x.
   Addicott R., 2015, WORKFORCE PLANNING N.
   BAILEY R., 2009, DISABLED PEOPLES HEA.
   BEN-MOSHE L., 2016, OCCUPYING DISABILITY, P47.
   Ben-Moshe L., 2014, DISABILITY INCARCERA.
   Block P., 2016, OCCUPYING DISABILITY.
   Boris Eileen, 2012, CARING AM HOME HLTH.
   BRUCE A., 2014, WHICH ENTITLEMENTS W.
   BURCH S., 2014, WOMEN GENDER FAMILIE, V2, P141.
   Clouston TJ, 2014, BRIT J OCCUP THER, V77, P507, DOI 10.4276/030802214X14122630932430.
   Connell J, 2006, MERCHANTS LABOUR, P239.
   CURTIS T., 2011, MAD PRIDE.
   DELLAR R., 2014, SPLITTING 2 MAD PRID.
   DOS SANTOS V., 2014, QUESTOES CONTEMPORNE.
   DUPREE N., 2016, OCCUPYING DISABILITY, P225.
   Durocher E, 2016, OTJR-OCCUP PART HEAL, V36, P216, DOI 10.1177/1539449216665117.
   Durocher E, 2014, J OCCUP SCI, V21, P431, DOI 10.1080/14427591.2013.775693.
   Erevelles N, 2011, DISABILITY DIFFERENC.
   Erevelles N., 2002, DISABILITY CULTURE E, V1, P5.
   ERVIN M., 1986, 25 DAY SIEGE BROUGHT.
   Frank G., 2008, POLITICAL PRACTICE O, P111.
   Fuchs C, 2016, TRIPLEC-COMMUN CAPIT, V14, P163.
   Gaffney A, 2015, INT J HEALTH SERV, V45, P33, DOI 10.2190/HS.45.1.d.
   Hammel J, 2015, OCCUP THER HEALTH CA, V29, P352, DOI 10.3109/07380577.2015.1051690.
   Hammell K. W., 2007, BRIT J OCCUPATIONAL, V70, P264.
   Hammell KRW, 2015, SCAND J OCCUP THER, V22, P237, DOI 10.3109/11038128.2015.1004103.
   Hammell KRW, 2012, SCAND J OCCUP THER, V19, P385, DOI 10.3109/11038128.2011.611821.
   Hammell KW, 2015, BRIT J OCCUP THER, V78, P718, DOI 10.1177/0308022614564170.
   Hammell KW, 2009, CAN J OCCUP THER, V76, P6, DOI 10.1177/000841740907600105.
   HARRINGTON L., 2013, AGING WORK FORCE CHA.
   HEFFRON J., 2016, AM J OCCUPATIONAL TH, V70.
   HERRIN R., 2013, THESIS.
   Hitch D, 2014, OCCUP THER HEALTH CA, V28, P247, DOI 10.3109/07380577.2014.898115.
   Hospers G. J., 2015, MANAGING POPULATION.
   Hyde P., 2016, DECONSTRUCTING WELFA.
   Kielhofner G, 2005, AM J OCCUP THER, V59, P487, DOI 10.5014/ajot.59.5.487.
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   Kronenberg F, 2011, OCCUPATIONAL THERAPI.
   KRONENBERG F, 2005, OCCUPATIONAL THERAPY.
   Lopes RE, 2016, TERAPIA OCUPACIONAL.
   MARCUS N., 2016, OCCUPYING DISABILITY, P347.
   Max-Neef MA, 2005, ECOL ECON, V53, P5, DOI 10.1016/j.ecolecon.2005.01.014.
   Max-Neef M, 2010, AMBIO, V39, P200, DOI 10.1007/s13280-010-0028-1.
   MAYBUD S., 2006, MERCHANTS LABOUR GEN, P224.
   McLean J, 2015, MENT HEALTH SOC INCL, V19, P87, DOI 10.1108/MHSI-03-2015-0010.
   Menzies H, 2007, TIME SOC, V16, P83, DOI 10.1177/0961463X07074103.
   MINGUS M., 2010, REFLECTIONS OPENING.
   Minich Julie Avril, 2016, LATERAL, V5, P1.
   Mirza M., 2014, DISABILITY INCARCERA, P217, DOI {[}10. 1057/9781137388476\_12, DOI 10.1057/9781137388476].
   Mladenov T, 2015, CRIT SOC POLICY, V35, P307, DOI 10.1177/0261018315587071.
   MOORE L. F., 2016, OCCUPYING DISABILITY, P295.
   Needham C, 2015, SOC POLICY SOC, V14, P357, DOI 10.1017/S1474746414000281.
   Nelson Alison, 2007, Occup Ther Int, V14, P237, DOI 10.1002/oti.236.
   NEPVEUX D. M., 2016, OCCUPYING DISABILITY, P175.
   NHS ENGLAND, 2016, 5 YEAR FORWARD VIEW.
   NHS ENGLAND, 2015, PRINC VAL GUID NHS.
   NHS ENGLAND, 2013, GUID HEALTHC SYST EN.
   NHS England, 2014, 5 YEAR FORW VIEW.
   Nilsson I, 2010, SCAND J OCCUP THER, V17, P57, DOI 10.3109/11038120903287182.
   Nishida Akemi, 2016, OCCUPYING DISABILITY, P145.
   Owens L, 2016, OCCUPATIONAL THERAPI, P194.
   Peters CO, 2011, OCCUP THER MENT HEAL, V27, P199, DOI 10.1080/0164212X.2011.597328.
   POLLARD N., 2015, OCCUPATIONAL THERAPY, P455.
   Pollard N, 2012, POLITICS OCCUPATION.
   Pollard N., 2008, POLITICAL PRACTICE O.
   Sakellariou D, 2016, OCCUPATIONAL THERAPI.
   Shapiro JP, 1993, NO PITY PEOPLE DISAB.
   Taylor Sunaura, 2016, OCCUPYING DISABILITY, P15.
   Thibeault Rachel, 2002, Can J Occup Ther, V69, P197.
   Townsend E, 1993, Can J Occup Ther, V60, P174.
   UNISON, 2015, UNISONS HOM TRAIN SU.
   WATSON R, 2004, TRANSFORMATION OCCUP.
   WATSON RM, 2006, {[}No title captured], V53, P151, DOI DOI 10.1111/J.1440-1630.2006.00598.X.
   Whiteford G., 2005, OCCUPATION PRACTICE.
   Wilcock A., 1999, CAN J OCCUP THER, V46, P1, DOI {[}DOI 10.1177/000841749806500501, 10.1046/j.1440-1630.1999.00174.x].
   Wilcock A., 2006, OCCUPATIONAL PERSPEC.
   Wilkinson Richard, 2011, SPIRIT LEVEL WHY GRE.
   WORLD FEDERATION OF OCCUPATIONAL THERAPISTS, 2016, MEMBER ORG WFOT.
   Yerxa E J, 1990, Occup Ther Health Care, V6, P1, DOI 10.1080/J003v06n04\_04.
   Zembylas M, 2015, ETHICS EDUC, V10, P163, DOI 10.1080/17449642.2015.1039274.}},
Number-of-Cited-References = {{80}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Cad. Bras. Ter. Ocup.}},
Doc-Delivery-Number = {{FC4SA}},
Unique-ID = {{ISI:000406829700019}},
OA = {{DOAJ Gold, Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000405815100008,
Author = {Stafford, Lisa},
Title = {{``What about my voice': emancipating the voices of children with
   disabilities through participant-centred methods}},
Journal = {{CHILDRENS GEOGRAPHIES}},
Year = {{2017}},
Volume = {{15}},
Number = {{5}},
Pages = {{600-613}},
Abstract = {{Children with diverse physical, communication and/or cognitive
   impairments are often overlooked as active research participants. This
   paper challenges and lays bare norms and constructs, such as ableism and
   adultism, which lead to children with disabilities being left out or
   researched by-proxy. Additionally, the paper contests these constructs
   through discussing and presenting participant-centred research methods
   that seeks to enable children's involvement and establish them as
   legitimate research participants. The application of these methods in
   children geography studies is illustrated through the author's own use
   of creative methods of activity-based interviews and co-construction
   narration with older children with various physical/neurological
   impairments. Overall, the aim of the paper is to bridge some gaps,
   dispel assumptions and inspire researchers with additional ways of
   conceptualising and approaching research with children with
   disabilities, since the inclusion of all children in research rests with
   researchers and their understanding and use of appropriate research
   methods.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stafford, L (Reprint Author), Queensland Univ Technol, Sch Design, Brisbane, Qld, Australia.
   Stafford, L (Reprint Author), Univ Queensland, Sch Social Sci, Brisbane, Qld, Australia.
   Stafford, L (Reprint Author), Queensland Univ Technol, Sch Publ Hlth \& Social Work, Brisbane, Qld, Australia.
   Stafford, Lisa, Queensland Univ Technol, Sch Design, Brisbane, Qld, Australia.
   Stafford, Lisa, Univ Queensland, Sch Social Sci, Brisbane, Qld, Australia.
   Stafford, Lisa, Queensland Univ Technol, Sch Publ Hlth \& Social Work, Brisbane, Qld, Australia.}},
DOI = {{10.1080/14733285.2017.1295134}},
ISSN = {{1473-3285}},
EISSN = {{1473-3277}},
Keywords = {{Children; disability studies; participatory methods; complex
   communication needs; child-centric research}},
Keywords-Plus = {{DISABLED-CHILDREN; YOUNG-PEOPLE; CHILDHOOD; GEOGRAPHIES; LIVES}},
Research-Areas = {{Geography}},
Web-of-Science-Categories  = {{Geography}},
Author-Email = {{lisa.stafford@qut.edu.au}},
ORCID-Numbers = {{Stafford, Lisa/0000-0003-3439-9972}},
Cited-References = {{Abbott D., 2013, DISABLED CHILDRENS C, P39.
   Abebe T, 2009, CHILD GEOGR, V7, P451, DOI 10.1080/14733280903234519.
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   Samantha Punch, 2007, CHILDRENS GEOGRAPHIE, V5, P219, DOI DOI 10.1080/14733280701445770.
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   Sinclair R., 2004, CHILDREN SOC, V18, P106, DOI DOI 10.1002/CHI.817.
   Solomon-Rice P, 2011, COMMUN DISORD Q, V32, P70, DOI 10.1177/1525740109354776.
   Stafford L., 2013, THESIS.
   Stalker K, 2012, CHILD SOC, V26, P173, DOI 10.1111/j.1099-0860.2012.00430.x.
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   Watson N, 2012, CHILD SOC, V26, P192, DOI 10.1111/j.1099-0860.2012.00432.x.}},
Number-of-Cited-References = {{53}},
Times-Cited = {{13}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Child. Geogr.}},
Doc-Delivery-Number = {{FB0DM}},
Unique-ID = {{ISI:000405815100008}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000405219900002,
Author = {Nyqvist, Helen Knutes and Stjerna, Marie-Louise},
Title = {{Artistry and disability - Doing art for real? Affordances at a day
   activity centre with an artistic profile}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{7}},
Pages = {{966-985}},
Abstract = {{Taking our point of departure from critical disability studies, this
   study explores affordances of a day activity centre with an artistic
   profile. The analysis reveals that this centre has two fundamental
   meanings to the participants; it is a place to create art, and it is a
   safe haven'. Our conclusion is that the desire to belong, to be in a
   community and to do artwork, entails a future need for flexible
   institutional environments, where the social milieu is characterized by
   increased influence and with an engaging focus, such as that which is
   offered in cultural work.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Nyqvist, HK (Reprint Author), Stockholm Univ, Dept Special Educ, Stockholm, Sweden.
   Nyqvist, Helen Knutes, Stockholm Univ, Dept Special Educ, Stockholm, Sweden.
   Stjerna, Marie-Louise, Sodertorn Univ, Sch Culture \& Educ, Huddinge, Sweden.}},
DOI = {{10.1080/09687599.2017.1337563}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Art; day activity centres; critical disability studies; neurodiversity;
   `safe haven'}},
Keywords-Plus = {{MENTAL-HEALTH; PEOPLE; INCLUSION; SPACES; GEOGRAPHIES; EXPERIENCES;
   CREATIVITY; EXCLUSION; ABLEISM; MODEL}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{helen.knutes-nyqvist@specped.su.se}},
Funding-Acknowledgement = {{Centrum for Kompetensutveckling inom Vard och Omsorg (Centre for
   Competence in Health Care) at Stockholm University}},
Funding-Text = {{This research was funded by a grant from Centrum for Kompetensutveckling
   inom Vard och Omsorg (Centre for Competence in Health Care) at Stockholm
   University.}},
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Number-of-Cited-References = {{43}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{FA1SL}},
Unique-ID = {{ISI:000405219900002}},
DA = {{2020-03-18}},
}

@article{ ISI:000405172900001,
Author = {Chace, Jessica},
Title = {{Animal, Vegetable, Prosthesis: Medieval Care Networks in the Lives of
   Three English Saints}},
Journal = {{EXEMPLARIA-MEDIEVAL EARLY MODERN THEORY}},
Year = {{2017}},
Volume = {{29}},
Number = {{1}},
Pages = {{1-20}},
Abstract = {{This essay employs a hybrid ecocritical and disability studies approach
   to explore the depiction of physical impairment in Matthew of Paris'
   thirteenth-century illuminated lives of Alban and Edward and a
   twelfth-century illumination of Bede's Life of Cuthbert. Using these
   three texts as case studies in a larger hagiographic tradition, it
   investigates moments of material contact between saints and supplicants
   with non-normative bodies and the natural world, including the
   gout-stricken Cuthbert's encounter with care-giving otters and King
   Edward's use of water as therapy for a procession of variously impaired
   pilgrims. In thinking about the alliances forged between humans and
   environmental actors as ``medieval care networks,{''}the paper argues
   that an interdisciplinary approach to these narratives deepens our
   understanding of bodily difference in the Middle Ages by envisioning
   medieval impaired persons as co-weavers of an intricate web of human,
   animal, elemental, and prosthetic relations.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chace, J (Reprint Author), NYU, New York, NY 10003 USA.
   Chace, Jessica, NYU, New York, NY 10003 USA.}},
DOI = {{10.1080/10412573.2017.1284367}},
ISSN = {{1041-2573}},
EISSN = {{1753-3074}},
Keywords = {{Disability studies; hagiography; Matthew of Paris; Venerable Bede;
   ecocriticism; materiality; care}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Medieval \& Renaissance Studies}},
Author-Email = {{jac1034@nyu.edu}},
Cited-References = {{Alaimo S, 2010, BODILY NATURES SCIEN.
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Number-of-Cited-References = {{54}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Exemplaria}},
Doc-Delivery-Number = {{FA1BJ}},
Unique-ID = {{ISI:000405172900001}},
DA = {{2020-03-18}},
}

@article{ ISI:000404623300004,
Author = {Demo, Anne Teresa},
Title = {{Hacking agency: Apps, autism, and neurodiversity}},
Journal = {{QUARTERLY JOURNAL OF SPEECH}},
Year = {{2017}},
Volume = {{103}},
Number = {{3}},
Pages = {{277-300}},
Abstract = {{This essay examines the complex relationship between agency and
   technology. I compare autism apps developed by Samsung and Toca Boca and
   show that while app marketing retains a human-centered notion of agency,
   user-app interactions distribute agency through a constellation of human
   and nonhuman actors. The divergence between marketing and use, as well
   as critiques about agency and technology within disability studies,
   motivates my argument for hacking agency. Whether in computer or
   knowledge networks, hacking is a critical process that exploits
   information silos for particular ends. In this essay, I seek to broaden
   notions of rhetorical capacity and challenge narrow approaches to
   intentionality so as to facilitate the attribution of agency across the
   neurological spectrum.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Demo, AT (Reprint Author), Penn State Univ, Dept Commun Arts \& Sci, University Pk, PA 16802 USA.
   Demo, Anne Teresa, Penn State Univ, Dept Commun Arts \& Sci, University Pk, PA 16802 USA.}},
DOI = {{10.1080/00335630.2017.1321135}},
ISSN = {{0033-5630}},
EISSN = {{1479-5779}},
Keywords = {{Rhetorical agency; disability; posthumanism; design}},
Keywords-Plus = {{RHETORICAL AGENCY; GENDER}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{atd1@psu.edu}},
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   Sowards S, 2010, COMMUN THEOR, V20, P223, DOI 10.1111/j.1468-2885.2010.01361.x.
   Spikes Asia, 2015 INT.
   Suiter T, 2013, DIGIT HUMAN, P6.
   Vanselow Lisa, 2013, N SHORE PEDIATRIC TH.
   Vats A, 2014, COMMUN CULT CRIT, V7, P112, DOI 10.1111/cccr.12037.
   Walters Shannon, 2014, RHETORICAL TOUCH DIS, P177.
   Walton Rhiannan, 2014, THERAPY IDEAS BLOG.
   Yergeau Melanie, 2015, OCCUPYING AUTISM RHE, p{[}86, 46].
   Yergeau Melanie, 2014, COMPUTERS COMPOSITIO.}},
Number-of-Cited-References = {{85}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Q. J. Speech}},
Doc-Delivery-Number = {{EZ3PQ}},
Unique-ID = {{ISI:000404623300004}},
DA = {{2020-03-18}},
}

@article{ ISI:000404351100013,
Author = {Berselli, Marcia and Lulkin, Sergio A.},
Title = {{Theatre and dance with deaf students: researching performance practices
   in a Brazilian school context}},
Journal = {{RIDE-THE JOURNAL OF APPLIED THEATRE AND PERFORMANCE}},
Year = {{2017}},
Volume = {{22}},
Number = {{3}},
Pages = {{413-419}},
Abstract = {{The article presents performance practices created with deaf students in
   the project Theater and dance with deaf students', an outreach activity
   of the Federal University of Rio Grande do Sul (UFRGS). The project took
   place in the Bilingual Deaf Municipal Elementary School SalomAo Watnick
   in Porto Alegre, Brazil from 2013 to 2015. The activities developed in
   the workshops are based on Contact Improvisation (Paxton, Steve. 1997. A
   Definition. Contact Improvisation Source Book: Collected Writings and
   Graphics from Contact Quarterly Dance Journal 1975-1992, 37-38. MA:
   Contact Editions) and theatre games (Boal, Augusto. 2012. Jogos para
   atores e nAo atores. Rio de Janeiro: CivilizacAo Brasileira; Ryngaert,
   Jean-Pierre. 2009. Jogar, representar: praticas dramaticas e formacAo.
   Translated by Cassia Raquel da Silveira. SAo Paulo: Cosac Naify). Our
   work over three years recognised that a more flexible approach to
   performance practices was needed, in relation to existing Brazilian
   pedagogy. This article considers the structure of workshops surrounding
   the project, the practical activities performed with students, and the
   techniques developed to enable participants to create their own
   activities according to their individual skills and interests.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Berselli, M (Reprint Author), Univ Fed Santa Maria, Dept Performing Arts, Santa Maria, RS, Brazil.
   Berselli, Marcia, Univ Fed Santa Maria, Dept Performing Arts, Santa Maria, RS, Brazil.
   Lulkin, Sergio A., Univ Fed Rio Grande do Sul, Dept Curriculum \& Teaching, Sch Educ, Porto Alegre, RS, Brazil.}},
DOI = {{10.1080/13569783.2017.1327805}},
ISSN = {{1356-9783}},
EISSN = {{1470-112X}},
Keywords = {{Performance practices with deaf students; Brazilian pedagogy; Brazilian
   disability studies}},
Research-Areas = {{Education \& Educational Research; Theater}},
Web-of-Science-Categories  = {{Education \& Educational Research; Theater}},
Author-Email = {{contato@teatroflexivel.com.br}},
Funding-Acknowledgement = {{PROREXT - Universidade Federal do Rio Grande do Sul}},
Funding-Text = {{This work was supported by PROREXT - Universidade Federal do Rio Grande
   do Sul.}},
Cited-References = {{BARTHES Roland, 1984, CAMARA CLARA NOTA FO.
   Boal Augusto, 2012, JOGOS ATORES NAO ATO.
   Brasil, 2014, RELATORIO POLITICA L.
   de SA Nidia Limeira, 2006, CULTURA PODER EDUCAC.
   PAXTON Steve, 1978, CONTACT IMPROVISATIO, P37.
   RYNGAERT Jean, 2009, JOGAR REPRESENTAR PR.}},
Number-of-Cited-References = {{6}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{RIDE-J. Appl. Theatre Perform.}},
Doc-Delivery-Number = {{EY9XA}},
Unique-ID = {{ISI:000404351100013}},
DA = {{2020-03-18}},
}

@article{ ISI:000404351100015,
Author = {Sutherland, Alexandra},
Title = {{Method and madness: de/colonising scholarship and theatre research with
   participants labelled mad}},
Journal = {{RIDE-THE JOURNAL OF APPLIED THEATRE AND PERFORMANCE}},
Year = {{2017}},
Volume = {{22}},
Number = {{3}},
Pages = {{427-435}},
Abstract = {{This article discusses a long-term theatre project that I run with
   mental health care users and staff in a forensic psychiatric hospital in
   South Africa. I argue that the values underpinning the project align
   with those of Mad Studies, a field that is located as an emerging
   academic discipline within disability studies. The article seeks to
   problematise the conceptual frameworks available to a researcher working
   within theatre and disability in the global South. As a researcher, I
   may choose the framework of madness' as part of a social justice
   research stance. However, in a South African context of little to no
   psychiatric survivor/consumer activism, this may not in any way be
   adopted, understood, or claimed by any of the people who suffer madness'
   and with whom I create theatre. This article seeks to provoke questions
   around applied theatre disability research and the potential for
   research practices to de/re colonise.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sutherland, A (Reprint Author), Rhodes Univ, Drama Studies Dept, Grahamstown, South Africa.
   Sutherland, Alexandra, Rhodes Univ, Drama Studies Dept, Grahamstown, South Africa.}},
DOI = {{10.1080/13569783.2017.1326805}},
ISSN = {{1356-9783}},
EISSN = {{1470-112X}},
Keywords = {{Theatre and psychiatry; mad studies; disability arts South Africa;
   decolonising research}},
Keywords-Plus = {{PLACE}},
Research-Areas = {{Education \& Educational Research; Theater}},
Web-of-Science-Categories  = {{Education \& Educational Research; Theater}},
Author-Email = {{a.sutherland@ru.ac.za}},
ORCID-Numbers = {{Sutherland, Alexandra/0000-0003-2867-7497}},
Cited-References = {{Adame AL, 2014, J HUMANIST PSYCHOL, V54, P456, DOI 10.1177/0022167813510207.
   Burns JK, 2011, EQUAL RIGHTS REV, V6, P99.
   Cohen Bruce, 2014, DISABILITY GLOBAL S, V1, P319.
   Conroy C, 2009, RIDE-J APPL THEATRE, V14, P1, DOI 10.1080/13569780802655723.
   Emsley R, 2001, BRIT J PSYCHIAT, V178, P382, DOI 10.1192/bjp.178.4.382.
   Fernando S., 1998, FORENSIC PSYCHIAT RA.
   Fernando S., 2010, MENTAL HLTH RACE CUL.
   Gilman SL, 2014, HIST PSYCHIATR, V25, P441, DOI 10.1177/0957154X14545846.
   Ignagni Esther, 2008, HDB ARTS QUALITATIVE, P625.
   Kakuma R, 2010, AFR J PSYCHIATRY, V13, P116.
   Khuluza Athenkosi, 2015, COMMUNICATION.
   Kuppers Petra, 2016, THEATRE TOPICS, V26, P221, DOI {[}10.1353/tt.2016.0032, DOI 10.1353/TT.2016.0032].
   Leighton F, 2009, RIDE-J APPL THEATRE, V14, P97, DOI 10.1080/13569780802655830.
   Lewis B., 2006, DISABILITY STUDIES R, P339.
   Meekosha H, 2011, DISABIL SOC, V26, P667, DOI 10.1080/09687599.2011.602860.
   Menzies Robert, 2013, MAD MATTERS CRITICAL.
   Mills C., 2014, DECOLONIZING GLOBAL.
   Morrow M, 2012, STUD SOC JUSTICE, V6, P27, DOI 10.26522/ssj.v6i1.1067.
   Murray P, 2015, RIDE-J APPL THEATRE, V20, P353, DOI 10.1080/13569783.2015.1060121.
   Nuwagaba EL, 2015, DISABIL SOC, V30, P255, DOI 10.1080/09687599.2014.998333.
   Oliver M., 1990, POLITICS DISABLEMENT.
   Pheketha Mandla, 2015, COMMUNICATION.
   Prentki T., 2012, FOOL EUROPEAN THEATR.
   Russo J, 2015, DISABIL SOC, V30, P153, DOI 10.1080/09687599.2014.957925.
   Samuel G. M, 2012, POSTAPARTHEID DANCE, P127.
   Sashidharan S. P, 2001, PSYCHIAT B, V25, P244, DOI DOI 10.1192/PB.25.7.244.
   Silo Thembakazi, 2015, COMMUNICATION.
   Swartz L, 2014, AFR J DISABIL, V3, DOI 10.4102/ajod.v3i2.149.
   Wright Susanna C.D., 2015, Curationis, V38, P1, DOI {[}10.4102/curationis.v38i1.1204, 10.4102/CURATIONIS.V38I1.1204].}},
Number-of-Cited-References = {{29}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{RIDE-J. Appl. Theatre Perform.}},
Doc-Delivery-Number = {{EY9XA}},
Unique-ID = {{ISI:000404351100015}},
DA = {{2020-03-18}},
}

@article{ ISI:000403924600003,
Author = {Whitburn, Ben},
Title = {{The subjectivities of ``included' students with disabilities in schools}},
Journal = {{DISCOURSE-STUDIES IN THE CULTURAL POLITICS OF EDUCATION}},
Year = {{2017}},
Volume = {{38}},
Number = {{4}},
Pages = {{485-497}},
Abstract = {{The contextual precept of this paper is to re-theorise inclusive
   education beyond technical rational solutions to the problem' of
   disability. Drawing on Foucauldian and critical disability theories, I
   make the case for the analysis of inclusive schooling through the lens
   of students' included' subjectivities - notwithstanding the presence of
   diagnosed special educational needs. I contend that there is a
   theoretical mismatch between humanist inclusive schooling and the
   posthumanist position of disability: an epistemic fissure that impedes
   inclusive development. Through analysis of the voices of students with
   disabilities from two different schooling contexts in Australia and
   Spain, I demonstrate how fragmented virtues of normalcy suffused their
   subjectivities. I conclude the paper with a discussion of the roles that
   DisHuman disability studies might play in recasting inclusive schooling
   by troubling normative discourse.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Whitburn, B (Reprint Author), Deakin Univ, Fac Arts \& Educ, Geelong, Vic, Australia.
   Whitburn, Ben, Deakin Univ, Fac Arts \& Educ, Geelong, Vic, Australia.}},
DOI = {{10.1080/01596306.2015.1105787}},
ISSN = {{0159-6306}},
EISSN = {{1469-3739}},
Keywords = {{Inclusive schooling; disability; subjectivity; posthumanism; DisHuman}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{b.whitburn@deakin.edu.au}},
ORCID-Numbers = {{Whitburn, Ben/0000-0003-3137-2803}},
Cited-References = {{ALLAN J, 1999, ACTIVELY SEEKING INC.
   Annamma SA, 2013, INT J INCLUSIVE EDUC, V17, P1278, DOI 10.1080/13603116.2013.802379.
   Ball S. J., 2013, FOUCAULT POWER ED.
   Ball S. J., 2006, ED POLICY SOCIAL CLA.
   Biesta G, 2009, EDUC ASSESS EVAL ACC, V21, P33, DOI 10.1007/s11092-008-9064-9.
   Braidotti R, 2013, POSTHUMAN.
   Brantlinger E., 2009, HDB SOCIAL JUSTICE E, P400.
   Davies B., 2000, INT J QUALITATIVE ST, V13, P205, DOI {[}10.1080/09518390050019631, DOI 10.1080/09518390050019631].
   Derrida Jacques, 1994, SPECTERS MARX STATE.
   Edgerton RB, 1967, CLOAK COMPETENCE STI.
   Erevelles N, 2011, DISABILITY DIFFERENC.
   FOUCAULT M, 1982, CRIT INQUIRY, V8, P777, DOI 10.1086/448181.
   Foucault M, 1983, M FOUCAULT STRUCTURA, P229.
   Foucault M., 1977, DISCIPLINE PUNISH BI.
   Foucault Michel, 1972, ARCHAEOLOGY KNOWLEDG.
   Gibson BE, 2006, J MED HUMANIT, V27, P187, DOI 10.1007/s10912-006-9017-6.
   Goodley D., 2014, DISCOURSE STUDIES CU, DOI {[}10.1080/01596306.2014, DOI 10.1080/01596306.2014].
   Goodley D, 2015, INNOV CONTROV, V3, P241.
   Goodley D, 2014, SUBJECTIVITY, V7, P342, DOI 10.1057/sub.2014.15.
   Graham L., 2008, EDUC PHILOS THEORY, V40, P277, DOI DOI 10.1111/J.1469-5812.2007.00331.X.
   Halse C, 2007, GENDER EDUC, V19, P219, DOI 10.1080/09540250601166068.
   Hodkinson A, 2012, BRIT J SPEC EDUC, V39, P4, DOI 10.1111/j.1467-8578.2012.00532.x.
   MacLure M., 2003, DISCOURSE ED SOCIAL.
   Michalko R, 2008, DISABILITY POLITICS, P401.
   Shildrick Margrit, 2012, ROUTLEDGE HDB DISABI, p{[}30, 36], DOI DOI 10.4324/9780203144114.CH3.
   Slee R, 2011, FOUND FUTURES EDUC, P1.
   Slee R, 2004, IDEOLOGY POLITICS IN, P46.
   St Pierre E. A., 2004, DANGEROUS COAGULATIO, V19, P325.
   Titchkosky T., 2009, RETHINKING NORMALCY, P1.
   Whitburn B., RES COMP IN IN PRESS.
   Whitburn B., 2014, INT J RES METHOD ED, DOI {[}10.1080/1743727X.2014, DOI 10.1080/1743727X.2014].
   Whitburn B, 2014, J RES SPEC EDUC NEED, V14, P3, DOI 10.1111/1471-3802.12014.
   Youdell D., 2006, IMPOSSIBLE BODIES IM.}},
Number-of-Cited-References = {{33}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Discourse}},
Doc-Delivery-Number = {{EY4CP}},
Unique-ID = {{ISI:000403924600003}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000403392400038,
Author = {Poobrasert, Onintra and Mupattararot, Thaphat and Sae-aue, Lattapol},
Editor = {{Dias, N and DeFreitas, S and Duque, D and Rodrigues, N and Wong, K and Vilaca, JL}},
Title = {{Use of Assistive Technology to Accommodate Students with Writing
   Disabilities}},
Booktitle = {{2017 IEEE 5TH INTERNATIONAL CONFERENCE ON SERIOUS GAMES AND APPLICATIONS
   FOR HEALTH (SEGAH)}},
Series = {{IEEE International Conference on Serious Games and Applications for
   Health}},
Year = {{2017}},
Note = {{5th IEEE International Conference on Serious Games and Applications for
   Health (SeGAH), Perth, AUSTRALIA, APR 02-04, 2017}},
Organization = {{IEEE}},
Abstract = {{At present, there are various kinds of assistive technology tools in the
   market to help students who struggle in writing. Hence, those tools are
   not suitable for students with learning disabilities in Thailand, we
   then need to design and develop our own assistive technology. Similar to
   other disabilities, students with learning disabilities will also need
   suitable assistive technology tools for them. However, for students with
   learning disabilities in writing, it is important to note that assistive
   technology cannot cure but will assist them in their writing. It does
   not replace good teaching, but it can be used in addition to
   well-designed instruction. It can help the students be more
   self-confident and work more independently. Therefore in this study we
   also review the work from previous researchers and conclude with the
   recommendation for the path to develop suitable assistive technology for
   students with writing disabilities}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Poobrasert, O (Reprint Author), Natl Elect \& Comp Technol Ctr, Pathum Thani, Thailand.
   Poobrasert, Onintra; Mupattararot, Thaphat; Sae-aue, Lattapol, Natl Elect \& Comp Technol Ctr, Pathum Thani, Thailand.}},
ISSN = {{2330-5649}},
ISBN = {{978-1-5090-5482-4}},
Keywords = {{assistive technology; learning disabilities; writing}},
Research-Areas = {{Health Care Sciences \& Services; Engineering}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; Engineering, Electrical \& Electronic}},
Funding-Acknowledgement = {{Cluster and Program Management Office (CPMO), National Science and
   Technology Development Agency (NSTDA)}},
Funding-Text = {{We would like to convey our thanks and acknowledge the assistance of
   Miss Wantanee Phantachart, Asst. Prof. Dr. Puttachart Pothibal and her
   research team. Our thanks also extend to the Cluster and Program
   Management Office (CPMO), National Science and Technology Development
   Agency (NSTDA) for funding the project.}},
Cited-References = {{{[}Anonymous], 2013, LIFETEC EASIER LIVIN.
   {[}Anonymous], 2007, WHAT DO WE MEAN ASSI.
   BELL N, 1991, ANN DYSLEXIA, V41, P246, DOI 10.1007/BF02648089.
   Bell N., 2003, IMAGERY LANGUAGE PRO, P615.
   Bell N, 1986, VISUALIZING VERBALIZ.
   {[}Department of Academic Department of Academic Ministry of Education], 2001, TECHN REP PROC LEARN.
   Ghaith G., 2002, CYCLE 2 3 BASIC ED W.
   Millstone J., 2014, ASSISTIVE TECHNOLOGY.
   Poobrasert O., 2011, TECHNOLOGY ENHANCED.
   Thaiubon D., 2007, TECHNICAL WRITING TH.}},
Number-of-Cited-References = {{10}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BH8JC}},
Unique-ID = {{ISI:000403392400038}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000402888600001,
Author = {Chansky, Ricia Anne},
Editor = {{Chansky, RA}},
Title = {{Reading beyond Borders-Movement and Belonging in the Americas}},
Booktitle = {{AUTO/BIOGRAPHY ACROSS THE AMERICAS: TRANSNATIONAL THEMES IN LIFE WRITING}},
Series = {{Routledge Interdisciplinary Perspectives on Literature}},
Year = {{2017}},
Pages = {{1-19}},
Note = {{International-Auto-Biography-Association-the Americas Conference, San
   Juan, PR, JUL, 2013}},
Organization = {{Int Auto Biog Assoc, Amer}},
Abstract = {{When read comparatively, auto/biographical narratives of the Americas
   yield multiple points of interconnectivity. This introduction argues
   that lives and life narratives in this contested region are interrelated
   by their underlying threads of historic or contemporary movements-forced
   or chosen-and a subsequent emphasized need to understand belonging under
   these circumstances. Rather than suggest that there is a universal self
   of the - Americas, however, this work contends that there are
   innumerable allied individual, national, and transnational selves. This
   introduction, which proposes a model for future auto/biography studies
   projects built upon the border crossings of transnational American
   studies, places the twelve chapters in this collection in
   cross-disciplinary conversation with one another. These chapters draw
   upon scholarship on diasporic, transnational - American, and
   Inter-American studies; colonial, postcolonial, and decolonial studies;
   Afro-diasporic and African American studies; Indigenous studies; gender
   studies; disability studies; translation theory; art history and
   performance studies; and textual studies to build a multifaceted
   discussion on lives narrated across the - Americas. Ultimately, this
   project maintains that reading across borders reveals a more complex and
   nuanced understanding of identity constructions in the Americas.}},
Publisher = {{ROUTLEDGE}},
Address = {{2 PARK SQ, MILTON PARK, ABINGDON OX14 4RN, OXFORD, ENGLAND}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Chansky, RA (Reprint Author), Univ Puerto Rico, Literature, Mayaguez, PR 00682 USA.
   Chansky, Ricia Anne, Univ Puerto Rico, Literature, Mayaguez, PR 00682 USA.}},
ISBN = {{978-1-315-66047-9; 978-1-138-95997-2}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literary Theory \& Criticism; Literature}},
Cited-References = {{Anderson B, 1992, LONG DISTANCE NATL W.
   Anderson B. R. O., 2006, IMAGINED COMMUNITIES.
   {[}Anonymous], NOBEL MEDIA AB.
   Baker PA, 2002, PRACTITIONERS, PRACTICES AND PATIENTS, pVII.
   Bosi Alfredo, 1994, HIST CONCISA LIT BRA.
   Breiter J, 2015, BIOGRAPHY, V38, pV, DOI 10.1353/bio.2015.0008.
   Chansky Ricia, 2015, ROUTLEDGE AUTO BIOGR, P229.
   Costantino Manuela, 2005, WOMENS LIFE WRITING, P96.
   Couser G. Thomas, 1989, ALTERED EGOS AUTHORI.
   Dimock Wai-Chee, 2009, OTHER CONTINENTS AM.
   DIMOCK WC, 2007, SHADES PLANET AM LIT, P1.
   Duany Jorge, 2002, PUERTO RICAN NATION.
   Edmondson Belinda, 2013, J T NATL AM STUDIES, V5, P1.
   Flores J, 2009, CULT SPACES, P1.
   Freyer Christin, 2013, REVOLVING DOOR LIFE.
   Holden Philip, 2012, AUTOBIOGRAPHY DECOLO.
   Huff Cynthia, 2005, WOMENS LIFE WRITING, P1.
   Huisman Marijke, 2012, LIFE WRITING MATTERS, P9.
   Hunsaker Steven V., 1999, AUTOBIOGRAPHY NATL I.
   Karpinski E, 2012, BORROWED TONGUES LIF.
   Lionnet Francoise, 2011, CREOLIZATION THEORY, P1.
   Lionnet Francoise, 1989, READING WOMENS WRITI.
   McLennan Rachael, 2013, AM AUTOBIOGRAPHY.
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   MooreGilbert B, 2009, ROUT RES POSTCOL LIT, P1.
   Paquet Sandra Pouchet, 2002, CARIBBEAN AUTOBIOGRA.
   Pease DE, 2011, RE-MAPP TRANSNATL, P1.
   Pratt Mary Louise, 2008, IMPERIAL EYES TRAVEL.
   Simal Begona, 2011, SELVES DIALOGUE INTR, P8.
   Smith S, 2010, READING AUTOBIOGRAPHY: A GUIDE FOR INTERPRETING LIFE NARRATIVES, SECOND EDITION, P1.
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   Varagur K., 2016, HUFFINGTON POST.
   Watson Julia, 2012, INTERFACES WOMEN AUT, P1.}},
Number-of-Cited-References = {{33}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BH7RQ}},
Unique-ID = {{ISI:000402888600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000402865600002,
Author = {Fish, Rebecca and Hatton, Chris},
Title = {{Gendered experiences of physical restraint on locked wards for women}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{6}},
Pages = {{790-809}},
Abstract = {{Physical restraint is used in inpatient services for people with
   intellectual disabilities as a way of holding a person to avoid injury.
   This article uses data from an ethnographic study in a locked unit in
   the north of England to explore women's experiences of physical
   restraint using a feminist disability studies analysis. Data consists of
   field notes as well as interviews with 16 of the women who had
   experienced restraint, and 10 staff who worked with them. The women gave
   insights into the gendered phenomenon of restraint in light of their
   past experiences of violence. The authors argue that restraint is used
   with women to encourage passivity at times when more relational and
   therapeutic methods could be used. The article offers recommendations
   for alternative strategies that services can encourage.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Fish, R (Reprint Author), Univ Lancaster, Ctr Disabil Res, Lancaster, England.
   Fish, Rebecca, Univ Lancaster, Ctr Disabil Res, Lancaster, England.
   Hatton, Chris, Ctr Disabil Res, Div Hlth Res, Lancaster, England.}},
DOI = {{10.1080/09687599.2017.1329711}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Physical restraint; intellectual disabilities; ethnography; women;
   challenging behaviour; forensic mental health}},
Keywords-Plus = {{INTELLECTUAL DISABILITIES; CHALLENGING BEHAVIOR; LEARNING-DISABILITIES;
   PEOPLE; SECLUSION; INTERVENTIONS; MANAGEMENT; SERVICES; VIOLENCE; CARE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{r.fish1@lancaster.ac.uk}},
ResearcherID-Numbers = {{Fish, Rebecca/H-2533-2012
   Hatton, Chris/C-1924-2013}},
ORCID-Numbers = {{Fish, Rebecca/0000-0003-1933-1769
   Hatton, Chris/0000-0001-8781-8486}},
Funding-Acknowledgement = {{ESRCEconomic \& Social Research Council (ESRC) {[}ES/H037594/1]}},
Funding-Text = {{This work was supported by the ESRC {[}award number: ES/H037594/1].}},
Cited-References = {{Aitken G, 2001, FEMINIST REV, P68.
   Bartlett A, 2001, ADV PSYCHIAT TREATME, V7, P302, DOI DOI 10.1192/APT.7.4.302.
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   Booth T, 1996, DISABIL SOC, V11, P55, DOI 10.1080/09687599650023326.
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Number-of-Cited-References = {{68}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{EW9UT}},
Unique-ID = {{ISI:000402865600002}},
OA = {{Other Gold, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000402022200003,
Author = {Bearden, Elizabeth B.},
Title = {{Before Normal, There Was Natural: John Bulwer, Disability, and Natural
   Signing in Early Modern England and Beyond}},
Journal = {{PMLA-PUBLICATIONS OF THE MODERN LANGUAGE ASSOCIATION OF AMERICA}},
Year = {{2017}},
Volume = {{132}},
Number = {{1}},
Pages = {{33+}},
Month = {{JAN}},
Abstract = {{Disability studies scholars and Renaissance scholars have much to learn
   from early modern schemata of disability. Early modern people used
   nature and the natural to discriminate against and to include people
   with atypical bodies and minds. In his writings, the English physician
   John Bulwer (1606-56) considers Deafness a natural human variation with
   definite advantages, anticipating current concepts of biolinguistic
   diversity and Deaf-gain, while acknowledging his society's biases. He
   refutes the exclusion of sign language and other forms of what he calls
   ``ocular audition{''} from natural law, which made capacity for speech
   the benchmark for natural rights. Instead of using Deaf people as
   exceptions that prove the rule of nature or as limit cases for humanity,
   Bulwer makes deafness part of a plastic understanding of the senses, and
   he promotes the sociability of signed languages as a conduit to a
   universal language that might be encouraged and taught in England. (EBB)}},
Publisher = {{MODERN LANGUAGE ASSOC AMER}},
Address = {{26 BROADWAY, 3RD FL, NEW YORK, NY 10003-1789 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bearden, EB (Reprint Author), Univ Wisconsin, English, Madison, WI 53706 USA.
   Bearden, Elizabeth B., Univ Wisconsin, English, Madison, WI 53706 USA.}},
DOI = {{10.1632/pmla.2017.132.1.33}},
ISSN = {{0030-8129}},
Keywords-Plus = {{MUTES; DEAF}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
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Number-of-Cited-References = {{71}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{PMLA-Publ. Mod. Lang. Assoc. Am.}},
Doc-Delivery-Number = {{EV8HV}},
Unique-ID = {{ISI:000402022200003}},
DA = {{2020-03-18}},
}

@article{ ISI:000402014000003,
Author = {Padios, Jan M.},
Title = {{Mining the mind: emotional extraction, productivity, and predictability
   in the twenty-first century}},
Journal = {{CULTURAL STUDIES}},
Year = {{2017}},
Volume = {{31}},
Number = {{2-3}},
Pages = {{205-231}},
Abstract = {{Surveying recent developments in management and work culture, computing
   and social media, and science and psychology, this article speculates on
   the concept of emotional extraction. Emotional extraction is defined in
   two ways. One iteration involves the transfer of emotional resources
   from one individual or group to another, such as that which occurs in
   the work of caring for others, but which also increasingly occurs in the
   work of producing new technology, such as emotionally aware computers. A
   second instance of emotional extraction entails the use of emotion
   knowledge - or theories about emotions, such as emotional intelligence -
   to generate conclusions or predictions about human behaviour. Emotional
   extraction in service work, management, marketing, social media,
   artificial intelligence, and neuroscience are discussed. Mining the
   mind' focuses in particular on emotional extraction that enhances both
   productivity and predictability, in turn tracing how emotionally
   extractive sites are implicated within the production and hierarchical
   valuation of difference - especially racial and gendered, but also
   neural difference - in everyday life. The article aims to offer scholars
   in cultural studies, as well as critical race theory, feminist theory,
   and critical disability studies, ways to think about this newly
   intensifying resource extraction and the intersections of culture,
   capital, and human experience that such extraction indexes and makes
   possible.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Padios, JM (Reprint Author), Univ Maryland, Dept Amer Studies, College Pk, MD 20742 USA.
   Padios, Jan M., Univ Maryland, Dept Amer Studies, College Pk, MD 20742 USA.}},
DOI = {{10.1080/09502386.2017.1303426}},
ISSN = {{0950-2386}},
EISSN = {{1466-4348}},
Keywords = {{Emotion; extraction; emotional labour; emotional intelligence;
   predictability; productivity}},
Keywords-Plus = {{LABOR; WORK}},
Research-Areas = {{Anthropology; Cultural Studies}},
Web-of-Science-Categories  = {{Anthropology; Cultural Studies}},
Author-Email = {{jmpadios@umd.edu}},
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Number-of-Cited-References = {{83}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{21}},
Journal-ISO = {{Cult. Stud.}},
Doc-Delivery-Number = {{EV8ET}},
Unique-ID = {{ISI:000402014000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000401977400004,
Author = {Hedenborg, Susanna},
Title = {{Lis Hartel - an extraordinary equestrian}},
Journal = {{SPORT IN SOCIETY}},
Year = {{2017}},
Volume = {{20}},
Number = {{8, SI}},
Pages = {{1030-1046}},
Abstract = {{The aim of this article is to analyse the life story of the Danish
   equestrian Lis Hartel. Hartel was an international top rider as proven
   by her silver medals in the Olympic Games in 1952 and 1956. She was one
   of few women competing at this level in a gender-mixed sport, the first
   woman to win an Olympic medal in the dressage event, and the only
   equestrian competitor who had suffered from polio. She also developed
   therapeutic training methods that inspired others. To understand
   Hartel's status as an extraordinary sportswoman, her extreme efforts,
   training methods and high level of performance must be contextualized.
   In this article, the analysis of her life story focuses on how her
   accomplishments challenged contemporary constructions of gender and the
   body, as well as how her public persona was negotiated. The analytical
   framework has been informed by insights from gender and disability
   studies and the new biography.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hedenborg, S (Reprint Author), Malmo Univ, Dept Sport Sci, Malmo, Sweden.
   Hedenborg, Susanna, Malmo Univ, Dept Sport Sci, Malmo, Sweden.}},
DOI = {{10.1080/17430437.2016.1175137}},
ISSN = {{1743-0437}},
EISSN = {{1743-0445}},
Keywords-Plus = {{GENDER RELATIONS; SPORTS; MEDIA}},
Research-Areas = {{Social Sciences - Other Topics; Sociology}},
Web-of-Science-Categories  = {{Hospitality, Leisure, Sport \& Tourism; Sociology}},
Author-Email = {{Susanna.hedenborg@mah.se}},
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Number-of-Cited-References = {{44}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Sport Soc.}},
Doc-Delivery-Number = {{EV7RG}},
Unique-ID = {{ISI:000401977400004}},
DA = {{2020-03-18}},
}

@article{ ISI:000400455600006,
Author = {Theodorou, Eleni and Mavrou, Katerina},
Title = {{iConstruct: virtual disabilities in online settings}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{4}},
Pages = {{542-564}},
Abstract = {{The present study focused on cultural constructions of disability in
   virtual settings, examining specifically how cultural constructions of
   disability were mediated through the use of online technology. This was
   accomplished by identifying and analyzing Greek Cypriot online news
   media articles and online readers' posts in response to these articles.
   Findings indicated that disability in these online settings mainly
   reproduced traditional models of disability, with the charity model
   being more prevalent. However, there were instances in which dominant
   discourses of disability were ruptured through the introduction of
   counter-narratives in users' posts which echoed the human rights model
   of disability. Implications for the fields of media, education and
   disability studies are discussed in relation to the possibility of using
   digital media to contribute to the challenge of critical media literacy
   to address issues of diversity and disability.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Theodorou, E (Reprint Author), European Univ Cyprus, Dept Educ Sci, Nicosia, Cyprus.
   Theodorou, Eleni; Mavrou, Katerina, European Univ Cyprus, Dept Educ Sci, Nicosia, Cyprus.}},
DOI = {{10.1080/09687599.2017.1307717}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Cyprus; constructions of disability; digital media; virtual text
   analysis}},
Keywords-Plus = {{EDUCATION POLICY; MEDIA; COMMUNITY; PEDAGOGY; PEOPLE; POWER}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{E.Theodorou@euc.ac.cy}},
Cited-References = {{ANED, 2012, NAT ACC REP.
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Number-of-Cited-References = {{56}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{ET7EB}},
Unique-ID = {{ISI:000400455600006}},
DA = {{2020-03-18}},
}

@article{ ISI:000400045300009,
Author = {Gahman, Levi},
Title = {{Crip Theory and Country Boys: Masculinity, Dis/Ability, and Place in
   Rural Southeast Kansas}},
Journal = {{ANNALS OF THE AMERICAN ASSOCIATION OF GEOGRAPHERS}},
Year = {{2017}},
Volume = {{107}},
Number = {{3}},
Pages = {{700-715}},
Abstract = {{This article examines the discursive and material practices of rural
   masculinity in Southeast Kansas by fore-grounding ability and place as
   essential in understanding gender. It draws on empirical data gathered
   from autoethnographic participant-observer research conducted in the
   region. I begin with a synopsis of critical studies on masculinity in
   the field of human geography and proceed by offering a summary of
   research specifically addressing rural masculinities. I then illustrate
   contrasting perspectives surrounding dis/ability as a concept and also
   provide an in-depth overview of crip theory. I next describe the
   research context and methods utilized during the project, as well as how
   men use their bodies as conduits through which cultural norms pertaining
   to ``manhood{''} are expressed, affirmed, and reproduced. My results
   demonstrate how situated assertions of masculinity are inextricably
   linked to ability, (hetero) sexuality, and sociospatial context, as well
   as how the pervasive yet veiled pressures of heteronormativity and
   compulsory able-bodiedness and able-mindedness impose banal and strictly
   policed social boundaries in regard to belonging and inclusion. The
   piece is thus a ``cripping{''} of hegemonic notions of manhood in rural
   Southeast Kansas suggesting that both ability and place are necessary
   constituent elements for any critical analysis of masculinity.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gahman, L (Reprint Author), Univ West Indies, Dept Geog, St Augustine, Trinid \& Tobago.
   Gahman, L (Reprint Author), Univ West Indies, Inst Gender \& Dev Studies, St Augustine, Trinid \& Tobago.
   Gahman, Levi, Univ West Indies, Dept Geog, St Augustine, Trinid \& Tobago.
   Gahman, Levi, Univ West Indies, Inst Gender \& Dev Studies, St Augustine, Trinid \& Tobago.}},
DOI = {{10.1080/24694452.2016.1249726}},
ISSN = {{2469-4452}},
EISSN = {{2469-4460}},
Keywords = {{critical disability studies; health geography; masculinity; rural
   geography}},
Keywords-Plus = {{SOCIAL MODEL; GEOGRAPHIES; DISABILITY; POLITICS; HETEROSEXUALITY;
   GENDER; MEN; TRANSFORMATION; PATRIARCHIES; EMBODIMENT}},
Research-Areas = {{Geography}},
Web-of-Science-Categories  = {{Geography}},
Author-Email = {{levi.gahman@sta.uwi.edu}},
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Number-of-Cited-References = {{111}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Ann. Am. Assoc. Geogr.}},
Doc-Delivery-Number = {{ET1RA}},
Unique-ID = {{ISI:000400045300009}},
DA = {{2020-03-18}},
}

@article{ ISI:000399716600004,
Author = {Hutcheon, Emily and Noshin, Raidah and Lashewicz, Bonnie},
Title = {{Interrogating `acquiescent' behavior of adults with developmental
   disabilities in interactions with caregiving family members: an
   instrumental case study}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{3}},
Pages = {{344-357}},
Abstract = {{In this article, we adopt a Critical Disability Studies orientation to
   interrogate acquiescent' behavior of one adult diagnosed with
   developmental disabilities - Suzanne - in interaction with her
   caregiving parents. We conduct conversation analysis of interactions and
   offer themes of Speaking over/capping it off, Speaking for/giving it
   over and Correcting/redirecting as evidence of Suzanne acquiescing as
   part of orchestrating' input from her parents to get what she wants. We
   discuss adults diagnosed with developmental disabilities navigating
   daily life amidst shifting powerplay by strategically steering
   conversations in ways that serve them and we argue such navigations as
   vital to understanding acquiescence.'}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lashewicz, B (Reprint Author), Univ Calgary, Cumming Sch Med, Dept Community Hlth Sci, Calgary, AB, Canada.
   Hutcheon, Emily; Noshin, Raidah; Lashewicz, Bonnie, Univ Calgary, Cumming Sch Med, Dept Community Hlth Sci, Calgary, AB, Canada.}},
DOI = {{10.1080/09687599.2017.1295840}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Autonomy; acquiescence; developmental disabilities; relationships;
   critical disability studies}},
Keywords-Plus = {{IDENTITY; PEOPLE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{bmlashew@ucalgary.ca}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC) {[}435-2015-0997]}},
Funding-Text = {{This work was supported by the Social Sciences and Humanities Research
   Council of Canada {[}grant number 435-2015-0997].}},
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Number-of-Cited-References = {{21}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{ES7GA}},
Unique-ID = {{ISI:000399716600004}},
DA = {{2020-03-18}},
}

@article{ ISI:000399478000005,
Author = {Knight, Amber},
Title = {{Disability and the meaning of reproductive liberty}},
Journal = {{POLITICS GROUPS AND IDENTITIES}},
Year = {{2017}},
Volume = {{5}},
Number = {{1}},
Pages = {{67-83}},
Abstract = {{This article brings together three literatures: political theories of
   liberty, feminist theories on reproductive rights, and the disability
   studies literature on ableism. I engage with these debates to consider
   the meaning of a core political concept-liberty-by examining women with
   disabilities' reproductive experiences and interests. In light of the
   dynamics of gender inequality and ableism, I seek to problematize the
   notion that reproductive freedom is synonymous with the negative right
   to privacy. Although governmental noninterference has allowed many women
   to gain control of their bodies and reproductive fates, the narrow focus
   on privacy-and the attendant issues of contraception and
   abortion-overlooks important dimensions of reproduction that are more
   likely to affect women with disabilities, including the structural
   factors that discourage disabled women from having children at all. The
   article concludes that feminist theorists should embrace a conception of
   positive liberty committed to actively dismantling ableist barriers to
   motherhood, including: inadequate access to assisted reproductive
   technologies; a lack of financial support for social welfare programs;
   and discriminatory attitudes that assume that disabled women are not
   mother material. Until these structural obstacles to choice are
   eradicated, genuine reproductive liberty will remain an elusive goal for
   many women with disabilities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Knight, A (Reprint Author), St Louis Univ, Dept Polit Sci, McGannon Hall,Room 153,3750 Lindell Blvd, St Louis, MO 63103 USA.
   Knight, Amber, St Louis Univ, Dept Polit Sci, McGannon Hall,Room 153,3750 Lindell Blvd, St Louis, MO 63103 USA.}},
DOI = {{10.1080/21565503.2016.1273120}},
ISSN = {{2156-5503}},
EISSN = {{2156-5511}},
Keywords = {{Reproductive rights; liberty; disability; ableism}},
Keywords-Plus = {{FREEDOM}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Political Science}},
Author-Email = {{aknight8@slu.edu}},
Cited-References = {{Adams Rachel, 2015, DISABILITY STUDIES Q, V35, DOI 10.18061/dsq.v35i1.4185.
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   Wokler R., 1987, LIVES LIBERTIES PUBL, P61.}},
Number-of-Cited-References = {{52}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Polit. Groups Identities}},
Doc-Delivery-Number = {{ES4CY}},
Unique-ID = {{ISI:000399478000005}},
DA = {{2020-03-18}},
}

@article{ ISI:000399682900004,
Author = {Yalon-Chamovitz, Shira and Kraiem, Yoav and Gutman, Carolyn},
Title = {{Deconstructing hierarchies: Service users as co-teachers in occupational
   therapy education}},
Journal = {{WORK-A JOURNAL OF PREVENTION ASSESSMENT \& REHABILITATION}},
Year = {{2017}},
Volume = {{56}},
Number = {{3}},
Pages = {{381-386}},
Abstract = {{BACKGROUND: While occupational therapy currently tends to view itself as
   operating based on a client-centered, collaborative approach, studies
   often reflect a gap between rhetoric and practice.
   OBJECTIVE: This work presents a new pedagogic standard which moves away
   from the medical model and toward a collaborative, client-centred
   approach. It functions to support a practice which embraces the respect
   for, and partnership with, people receiving services and replaces
   historic patterns which may strengthen the legitimacy of the
   professional and sustain clients' dependence.
   METHODS: This pedagogy develops a therapeutic dialogue which draws from
   partnerships created in the classroom, where occupational therapy
   students engage in courses with a co-teacher service user, and examines
   how the collaboration with service users contributes to the training of
   occupational therapy students.
   CONCLUSIONS: Students and co-teachers can participate in the challenging
   experience of integrating theoretical knowledge with lived experience,
   thereby augmenting the development of a new and inclusive knowledge
   base.}},
Publisher = {{IOS PRESS}},
Address = {{NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Yalon-Chamovitz, S (Reprint Author), Ono Acad Coll, Dept Occupat Therapy, IL-55000 Kiryat Ono, Israel.
   Yalon-Chamovitz, Shira; Kraiem, Yoav, Ono Acad Coll, Dept Occupat Therapy, IL-55000 Kiryat Ono, Israel.
   Gutman, Carolyn, Tel Hai Coll, Dept Social Work, Upper Galilee, Israel.}},
DOI = {{10.3233/WOR-172502}},
ISSN = {{1051-9815}},
EISSN = {{1875-9270}},
Keywords = {{Co-teaching; service users; social model of disability; critical
   pedagogy; disability studies}},
Keywords-Plus = {{DISABILITY; STUDENTS}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{shirayc@ono.ac.il}},
Cited-References = {{Block P, 2005, AM J OCCUP THER, V59, P554, DOI 10.5014/ajot.59.5.554.
   Crow J, 2005, REFLECT PRACT, V6, P491, DOI 10.1080/14623940500300582.
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   YERXA E, 1966, AM J OCCUPATIONAL TH, V21, P1.}},
Number-of-Cited-References = {{23}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Work}},
Doc-Delivery-Number = {{ES6TQ}},
Unique-ID = {{ISI:000399682900004}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000399566800011,
Author = {Ellcessor, Elizabeth},
Title = {{Keywords for disability studies}},
Journal = {{CULTURAL STUDIES}},
Year = {{2017}},
Volume = {{31}},
Number = {{1}},
Pages = {{171-173}},
Month = {{JAN}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Ellcessor, E (Reprint Author), Indiana Univ, Media Sch, Cinema \& Media Studies, Bloomington, IN 47405 USA.
   Ellcessor, Elizabeth, Indiana Univ, Media Sch, Cinema \& Media Studies, Bloomington, IN 47405 USA.}},
DOI = {{10.1080/09502386.2016.1138981}},
ISSN = {{0950-2386}},
EISSN = {{1466-4348}},
Research-Areas = {{Anthropology; Cultural Studies}},
Web-of-Science-Categories  = {{Anthropology; Cultural Studies}},
Author-Email = {{eellcess@indiana.edu}},
Cited-References = {{Adams Rachel, 2015, KEYWORDS DISABILITY.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Cult. Stud.}},
Doc-Delivery-Number = {{ES5GQ}},
Unique-ID = {{ISI:000399566800011}},
DA = {{2020-03-18}},
}

@article{ ISI:000395756500004,
Author = {Mietola, Reetta and Miettinen, Sonja and Vehmas, Simo},
Title = {{Voiceless subjects? Research ethics and persons with profound
   intellectual disabilities}},
Journal = {{INTERNATIONAL JOURNAL OF SOCIAL RESEARCH METHODOLOGY}},
Year = {{2017}},
Volume = {{20}},
Number = {{3}},
Pages = {{263-274}},
Abstract = {{This paper discusses possibilities of designing ethical research
   practice in relation to people with profound intellectual and multiple
   disabilities (PIMD). We will argue that in the case of this group of
   people, research ethics is about ethically justifiable research aims,
   design, methods, and practices that are based on the recognition of
   their equal worth as humans. We argue that the turn to emancipatory
   methods in disability studies has effectively excluded persons with PIMD
   as they implicitly assume that research participants have the kind of
   cognitive and communicative capacities that persons with PIMD lack.
   Their exclusion from disability studies is further reinforced by the
   theoretical tradition of the field that has emphasised the material
   arrangements of society, as well as the ableist cultural ideologies as
   key factors contributing to disabled people's social exclusion. It is
   problematic to apply these approaches to individuals whose lives are
   marked by insurmountable impairment effects. Research ethics should take
   into account potential disparities of cognitive ability and power
   between researchers and research participants. Using an ongoing
   ethnographic study about the lives of persons with PIMD as an example,
   we describe in detail what positioning research participants as moral
   subjects could mean in practice.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vehmas, S (Reprint Author), Univ Helsinki, Dept Social Res, Helsinki, Finland.
   Mietola, Reetta; Miettinen, Sonja; Vehmas, Simo, Univ Helsinki, Dept Social Res, Helsinki, Finland.}},
DOI = {{10.1080/13645579.2017.1287872}},
ISSN = {{1364-5579}},
EISSN = {{1464-5300}},
Keywords = {{Disability studies; ethics; ethnography; intellectual disability; moral
   respect}},
Keywords-Plus = {{LEARNING-DIFFICULTIES; SOCIAL-RESEARCH; PEOPLE}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{simo.vehmas@helsinki.fi}},
ORCID-Numbers = {{Mietola, Reetta/0000-0002-3004-5731}},
Funding-Acknowledgement = {{Academy of FinlandAcademy of Finland {[}SA 2755988]}},
Funding-Text = {{This work was supported by Academy of Finland {[}grant number SA
   2755988].}},
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   Young I. M., 1997, INTERSECTING VOICES.}},
Number-of-Cited-References = {{51}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Int. J. Soc. Res. Methodol.}},
Doc-Delivery-Number = {{EN1FS}},
Unique-ID = {{ISI:000395756500004}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000395209900004,
Author = {Kivilcim, Yigit and Altintas, Merih and Domac, Fusun Mayda and Erzincan,
   Erkal and Gulec, Huseyin},
Title = {{Screening for bipolar disorder among migraineurs: the impact of
   migraine-bipolar disorder comorbidity on disease characteristics}},
Journal = {{NEUROPSYCHIATRIC DISEASE AND TREATMENT}},
Year = {{2017}},
Volume = {{13}},
Pages = {{631-641}},
Abstract = {{Purpose: The aim of this study was to evaluate the prevalence of
   comorbid bipolar disorder (BD) among migraineurs and the impact of
   migraine-BD comorbidity on disease characteristics.
   Patients and methods: A total of 120 adult patients diagnosed with
   migraine at a single tertiary care center were included in this
   cross-sectional study. Data on sociodemographic and migraine-related
   characteristics, family history of psychiatric diseases, comorbid
   psychiatric diseases, and first-episode characteristics were recorded.
   Mood Disorders Diagnosis and Patient Registration Form (SCIP-TURK), Mood
   Disorder Questionnaire (MDQ), and Hypomania Checklist-32-Revised
   (HCL-32-R) were applied to all patients by experienced clinicians, and
   clinical diagnoses were confirmed using Structured Clinical Interview
   for DSM-IV Axis I Disorders (SCID-I). Migraine Disability Assessment
   Scale (MIDAS) was used to evaluate the headache-related disability.
   Study parameters were compared between migraineurs with and without
   comorbid BD.
   Results: The diagnosis of comorbid BD was confirmed in 19.2\% of
   migraineurs. A significantly higher percentage of patients with comorbid
   BD than those without comorbid BD had family history of BD (39.1\% vs
   6.2\%, P < 0.001), suicide attempt (30.4\% vs 5.2\%, P < 0.001), and
   physical abuse (52.2\% vs 26.8\%, P=0.019). MIDAS scores were
   significantly higher (50.6{[}43.2] vs 33.8 {[}42.7], P=0.0422) in
   migraineurs with comorbid BD than in those without comorbid BD.
   Multivariate logistic regression model revealed that a positive family
   history of type I BD (odds ratio {[}OR], 14.42; 95\% confidence interval
   {[}CI], 2.94-70.73; P=0.001) and MIDAS scores > 30 (OR, 3.69; 95\% CI,
   1.12-12.19; P=0.032) were associated with 14.42 times and 3.69 times
   increased likelihood of BD, respectively.
   Conclusion: Our findings revealed comorbid BD in a remarkable percentage
   of migraineurs and a higher likelihood of having BD in case of a
   positive family history of type I BD and MIDAS scores > 30. Comorbid BD
   was associated with a higher rate for a family history of BD, suicide
   attempt, and childhood physical abuse as well as aggravated
   migraine-related disability among migraineurs. Migraineurs with and
   without comorbid BD showed similar sociodemographic and migraine disease
   characteristics as well as similar high rates for comorbid anxiety and
   first-episode depression.}},
Publisher = {{DOVE MEDICAL PRESS LTD}},
Address = {{PO BOX 300-008, ALBANY, AUCKLAND 0752, NEW ZEALAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Altintas, M (Reprint Author), Erenkoy Mental \& Neurol Dis Training \& Res Hosp, Dept Psychiat, Kazasker Erenkoy 29, TR-34736 Istanbul, Turkey.
   Kivilcim, Yigit; Altintas, Merih; Erzincan, Erkal; Gulec, Huseyin, Erenkoy Mental \& Neurol Dis Training \& Res Hosp, Dept Psychiat, Istanbul, Turkey.
   Domac, Fusun Mayda; Gulec, Huseyin, Erenkoy Mental \& Neurol Dis Training \& Res Hosp, Dept Neurol, Istanbul, Turkey.}},
DOI = {{10.2147/NDT.S121448}},
EISSN = {{1178-2021}},
Keywords = {{migraine; bipolar disorder; comorbidity; suicide attempt; MIDAS;
   depression}},
Keywords-Plus = {{PSYCHIATRIC-DISORDERS; MOOD DISORDER; DEPRESSED-PATIENTS; SPECTRUM
   DISORDER; SUICIDE ATTEMPTS; PREVALENCE; HEADACHE; HCL-32; QUESTIONNAIRE;
   INDIVIDUALS}},
Research-Areas = {{Neurosciences \& Neurology; Psychiatry}},
Web-of-Science-Categories  = {{Clinical Neurology; Psychiatry}},
Author-Email = {{merihaltintas@yahoo.com}},
ResearcherID-Numbers = {{Gulec, Huseyin/C-1445-2010}},
ORCID-Numbers = {{Gulec, Huseyin/0000-0002-9227-9373}},
Cited-References = {{American Psychiatric Association, 2013, DIAGN STAT MAN MENT.
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Number-of-Cited-References = {{55}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Neuropsychiatr. Dis. Treat.}},
Doc-Delivery-Number = {{EM3JB}},
Unique-ID = {{ISI:000395209900004}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000396873300001,
Author = {Naslund, Rebecka and Al Said, Shariffa Khalid Qais},
Title = {{Modes of ordering disability: students living with visual disabilities
   in the Sultanate of Oman}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2017}},
Volume = {{19}},
Number = {{2}},
Pages = {{79-90}},
Abstract = {{This article examines how a group of students with visual disabilities
   speak about becoming disabled and living with disability in relation to:
   material entities, practices, and their own expectations regarding the
   future in the Sultanate of Oman. It draws upon individual interviews
   among six adults with visual disabilities. The article outlines, from a
   material semiotics approach, how various forms of modes of ordering
   enact disability. An interdisciplinary approach, informed by disability
   studies and science and technology studies, is implemented to interpret:
   How do students with visual disabilities express the relationships
   between material entities (such as bodies and technologies) and
   practices? In what ways are these relationships enacting different modes
   of ordering disability? What kind of modes of ordering disability are
   the participants experiencing in their lives? How have they responded to
   the modes of ordering that they have encountered?}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Naslund, R (Reprint Author), Lulea Univ Technol, Dept Business Adm Technol \& Social Sci, S-97187 Lulea, Sweden.
   Naslund, Rebecka, Lulea Univ Technol, Dept Business Adm Technol \& Social Sci, S-97187 Lulea, Sweden.
   Al Said, Shariffa Khalid Qais, Minist Educ, Muscat, Oman.}},
DOI = {{10.1080/15017419.2017.1281843}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Disability; material semiotics; modes of ordering; Sultanate of Oman;
   technologies}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{rebecka.naslund@ltu.se}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{EO7LX}},
Unique-ID = {{ISI:000396873300001}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000396873300002,
Author = {Mladenov, Teodor},
Title = {{Governing through personal assistance: a Bulgarian case}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2017}},
Volume = {{19}},
Number = {{2}},
Pages = {{91-103}},
Abstract = {{This paper brings together concepts from the domains of disability
   studies, governmentality studies and Actor-Network Theory in order to
   develop a micro-level analysis of a scheme for the provision of personal
   assistance for disabled people, currently administered by the Sofia
   Municipality in Bulgaria. The workfare conditionality embedded in the
   scheme's needs assessment procedure is highlighted and subjected to
   critique. The micro-level analysis is deployed on the background of
   wider, macrolevel observations concerning the neoliberal mode of
   government and its relations to subjectivity and freedom. The conclusion
   suggests practical policy alternatives in line with the Independent
   Living philosophy and practice.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mladenov, T (Reprint Author), Kings Coll London, Ctr Publ Policy Res, London, England.
   Mladenov, Teodor, Kings Coll London, Ctr Publ Policy Res, London, England.}},
DOI = {{10.1080/15017419.2016.1178168}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Disability policy; governmentality studies; independent living;
   neoliberalism; workfare}},
Keywords-Plus = {{DISABLED PEOPLE; NEOLIBERALISM; CHOICE}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{teomladenov@gmail.com}},
ORCID-Numbers = {{Mladenov, Teodor/0000-0002-0623-7952}},
Funding-Acknowledgement = {{Leverhulme TrustLeverhulme Trust {[}ECF-2013-246]}},
Funding-Text = {{This work was supported by the Leverhulme Trust {[}grant number
   ECF-2013-246].}},
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Number-of-Cited-References = {{35}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{EO7LX}},
Unique-ID = {{ISI:000396873300002}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000396873300004,
Author = {Kiuppis, Florian and Soorenian, Armineh},
Title = {{Bridging continents, cultures, and crip theories: teaching Comparative
   and International Disability Studies in education and sociology}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2017}},
Volume = {{19}},
Number = {{2}},
Pages = {{118-128}},
Abstract = {{This article deals with the question how to teach Disability Studies and
   Inclusive Education to international student populations in higher
   education (HE). It provides a glimpse into an example of teaching
   practice, namely a workshop on experiences and expectations of disabled
   international students in HE, organized by the second author. By
   referring to the notion of bridging, it reflects how various
   understandings of what disability is, can be linked up and made fruitful
   in the classroom. The proposal of this article is twofold: for the
   theorization of disability, that a variant of `Comparative and
   International Disability Studies' shall come into being; and for the
   practice of inclusion in HE, that the time is ripe for a concrete and
   constructive discussion about the access, participation and educational
   achievement of international students with disabilities in universities
   abroad, as well as about appropriate forms of assistance for their
   mobility.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kiuppis, F (Reprint Author), Lillehammer Univ Coll, Dept Educ \& Social Studies, Lillehammer, Norway.
   Kiuppis, Florian, Lillehammer Univ Coll, Dept Educ \& Social Studies, Lillehammer, Norway.}},
DOI = {{10.1080/15017419.2016.1224200}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Teaching; Comparative and International Disability Studies (CIDS);
   socialrelational model; Scandinavia; Nordic countries; Norway}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{florian.kiuppis@hil.no}},
Funding-Acknowledgement = {{The Research Council of Norway under Personal Grant {[}225440]}},
Funding-Text = {{This work was supported by The Research Council of Norway under Personal
   Grant (in context of The Leiv Eiriksson mobility programme) with Project
   Number 225440.}},
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Number-of-Cited-References = {{34}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{EO7LX}},
Unique-ID = {{ISI:000396873300004}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000396578300004,
Author = {Castrodale, Mark Anthony},
Title = {{CRITICAL DISABILITY STUDIES AND MAD STUDIES: ENABLING NEW PEDAGOGIES IN
   PRACTICE}},
Journal = {{CANADIAN JOURNAL FOR THE STUDY OF ADULT EDUCATION}},
Year = {{2017}},
Volume = {{29}},
Number = {{1}},
Pages = {{49-66}},
Abstract = {{I draw theoretically on the works of critical pedagogues to unpack my
   instructor experiences developing and teaching critical disability
   studies (CDS) and Mad studies in university contexts. My intent is to
   insert CDS and Mad pedagogies into the literature in adult education,
   where such discourses have been and continue to be absent from critical
   pedagogy in general and from teacher education more specifically. In
   this paper, I offer a critique of the absence of CDS and Mad
   studies-informed approaches and perspectives in critical pedagogy in
   ways that may inform adult education. CDS and Mad studies can also help
   us to unpack the often ableist and sanist nature of Canadian teacher
   education.}},
Publisher = {{UNIV CALGARY PRESS}},
Address = {{2500 UNIVERSITY DR NW, CALGARY, ALBERTA T2N 1N4, CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Castrodale, MA (Reprint Author), McMaster Univ, Hamilton, ON L8S 4L8, Canada.
   Castrodale, Mark Anthony, McMaster Univ, Hamilton, ON L8S 4L8, Canada.}},
ISSN = {{0835-4944}},
EISSN = {{1925-993X}},
Keywords-Plus = {{EDUCATION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
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Number-of-Cited-References = {{79}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Can. J. Study Adult Educ.}},
Doc-Delivery-Number = {{EO3ES}},
Unique-ID = {{ISI:000396578300004}},
DA = {{2020-03-18}},
}

@article{ ISI:000394689800007,
Author = {Penketh, Claire},
Title = {{Children see before they speak': an exploration of ableism in art
   education}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{1}},
Pages = {{110-127}},
Abstract = {{According to Robert McRuer cripping entails radically re-visioning, from
   committed anti-ableist positions, the taken-for-granted systems in which
   we are located'. Importantly, this critique enables us to recognize
   sites of inequality in education and provides tools to create
   alternative ways of conceptualizing pedagogy. Informed by such
   theoretical approaches to disability studies, this paper offers a
   Critical-crip Discourse Analysis (CcDA) of images and text representing
   art, craft, and design education in England between 2005 and 2011. This
   analysis indicates that although art education is recognized as
   significant for all children, limited representations of disabled
   children and young people can result in their experiences becoming
   devalued. Descriptions of apparently inclusive educational practices
   naturalize, prioritize, and reinforce so-called able-bodied/mindedness
   and fail to capture the benefits of diversity to educative practices in
   art. This analysis of discourses about art education is therefore an
   essential step in re-imagining an equitable and sustainable art
   education with true relevance for all.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Penketh, C (Reprint Author), Liverpool Hope Univ, Disabil \& Educ, Liverpool, Merseyside, England.
   Penketh, Claire, Liverpool Hope Univ, Disabil \& Educ, Liverpool, Merseyside, England.}},
DOI = {{10.1080/09687599.2016.1270819}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Ableism; inclusion; art education}},
Keywords-Plus = {{CRITICAL DISCOURSE ANALYSIS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{penketc@hope.ac.uk}},
ORCID-Numbers = {{Penketh, Claire/0000-0002-1277-6477}},
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Number-of-Cited-References = {{48}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{EL5VQ}},
Unique-ID = {{ISI:000394689800007}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000394691400001,
Author = {Flynn, Susan},
Title = {{Engaging with materialism and material reality: critical disability
   studies and economic recession}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{2}},
Pages = {{143-159}},
Abstract = {{Critical disability studies has been accused of preoccupation with
   cultural, lingual and discursive matters, and in doing so failing to
   adequately engage with the often-harsh material reality of disability.
   This has contributed to a circumstance in which disability studies has
   produced a lack of material focused directly upon economic processes.
   Concurrently, disabled people have encountered a momentous economic
   recession that has threatened their basic economic and human rights.
   This article seeks to address what is evidently a gap in the burgeoning
   critical disability and disability studies literature. That is, a gap
   largely uninhabited by attempts to apply a critical disability studies
   perspective to macro-economic processes. The article focuses
   predominantly on two facets of critical disability studies as identified
   by Goodley: the self and other, and intersectionality. The article
   concludes that critical disability studies has much to offer through the
   production of new understandings of economic processes.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Flynn, S (Reprint Author), Natl Univ Ireland, Sch Polit Sci \& Sociol, Galway, Ireland.
   Flynn, Susan, Natl Univ Ireland, Sch Polit Sci \& Sociol, Galway, Ireland.}},
DOI = {{10.1080/09687599.2017.1284650}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Critical disability studies; economic recession; materialism;
   neo-liberalism}},
Keywords-Plus = {{NEOLIBERALISM; EMBODIMENT; BODIES; MODEL}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{s.flynn12@nuigalway.ie}},
ResearcherID-Numbers = {{Flynn, Susan/AAG-4169-2020}},
ORCID-Numbers = {{Flynn, Susan/0000-0002-2807-0866}},
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Number-of-Cited-References = {{72}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{EL5WF}},
Unique-ID = {{ISI:000394691400001}},
DA = {{2020-03-18}},
}

@article{ ISI:000394691400002,
Author = {Bates, Keith and Goodley, Dan and Runswick-Cole, Katherine},
Title = {{Precarious lives and resistant possibilities: the labour of people with
   learning disabilities in times of austerity}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2017}},
Volume = {{32}},
Number = {{2}},
Pages = {{160-175}},
Abstract = {{This paper draws on feminist and queer philosophers? discussions of
   precarity and employment, too often absent from disability studies, to
   explore the working lives of people with learning disabilities in
   England in a time of austerity. Recent policy shifts from welfare to
   work welcome more disabled people into the job market. The reality is
   that disabled people remain under-represented in labour statistics and
   are conspicuously absent in cultures of work. We live in neoliberalable
   times where we all find ourselves precarious. But, people with learning
   disabilities experience high levels of uncertainty in every aspect of
   their lives, including work, relationships and community living. Our
   research reveals an important analytical finding: that when people with
   learning disabilities are supported in imaginative and novel ways they
   are able to work effectively and cohesively participate in their local
   communities (even in a time of cuts to welfare). We conclude by
   acknowledging that we are witnessing a global politics of precarity and
   austerity. Our urgent task is to redress the unequal spread of
   precaritization across our society that risks leaving people with
   learning disabilities experiencing disproportionately perilous lives.
   One of our key recommendations is that it makes no economic sense (never
   mind moral sense) to pull funding from organisations that support people
   with intellectual disabilities to work.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Goodley, D (Reprint Author), Univ Sheffield, Sch Educ, Sheffield, S Yorkshire, England.
   Bates, Keith, Mutually Inclus Partnerships, Bristol, Avon, England.
   Goodley, Dan, Univ Sheffield, Sch Educ, Sheffield, S Yorkshire, England.
   Runswick-Cole, Katherine, Manchester Metropolitan Univ, Res Inst Hlth \& Social Change, Manchester, Lancs, England.}},
DOI = {{10.1080/09687599.2017.1281105}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Precarity; queer; feminist; learning disability; austerity; employment}},
Keywords-Plus = {{EMPLOYMENT; MOTHERS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{d.goodley@sheffield.ac.uk}},
ORCID-Numbers = {{Runswick-Cole, Katherine/0000-0001-9658-9718}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}ES/K004883/1]}},
Funding-Text = {{This work was supported by the Economic and Social Research Council
   {[}project ES/K004883/1].}},
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   McRuer R, 2012, CONT ZON DIS CULT TH.
   Meekosha H., 2009, AUSTR J HUMAN RIGHTS, V15, P47, DOI DOI 10.1080/1323238X.2009.11910861.
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   Office for Disability Issues (ODI), 2013, IND LIV PERS POV.
   Oliver M., 1996, UNDERSTANDING DISABI.
   Prime Minister's Strategy Unit, 2005, IMPR LIF CHANC DIS P.
   Puar J, 2012, TDR-DRAMA REV-J PERF, V56, P163, DOI 10.1162/DRAM\_a\_00221.
   Puar Jasbir K., 2009, WOMEN PERFORMANCE A, V19, P161, DOI DOI 10.1080/07407700903034147.
   Purvis A., 2012, PROJECT SEARCH EVALU.
   Runswick-Cole K., 2015, CANADIAN J DISABILIT, V4, P162, DOI DOI 10.15353/CJDS.V4I2.213.
   Ryan S, 2008, DISABIL SOC, V23, P199, DOI 10.1080/09687590801953937.
   Sayce L., 2011, GETTING STAYING GETT.
   SHAKESPEARE T, 2000, HELP.
   Shildrick Margrit, 2012, ROUTLEDGE HDB DISABI, p{[}30, 36], DOI DOI 10.4324/9780203144114.CH3.
   Snow D. A., 2004, ETHNOGRAPHY, V4, P153.
   Titchkosky T., 2016, COLLECTION DISABILIT, P119.
   Traustadottir R., 1995, VARIETY COMMUNITY EX, P47.
   Williams P., 1982, WE CAN SPEAK OURSELV.
   Wilson A, 2003, DISABIL SOC, V18, P99, DOI 10.1080/0968759032000052770.}},
Number-of-Cited-References = {{39}},
Times-Cited = {{16}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{EL5WF}},
Unique-ID = {{ISI:000394691400002}},
OA = {{Bronze, Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000396643000001,
Author = {Altschuler, Sari and Silva, Cristobal},
Title = {{Early American Disability Studies}},
Journal = {{EARLY AMERICAN LITERATURE}},
Year = {{2017}},
Volume = {{52}},
Number = {{1}},
Pages = {{1-27}},
Publisher = {{UNIV NORTH CAROLINA PRESS}},
Address = {{BOX 2288, JOURNALS DEPT, CHAPEL HILL, NC 27515-2288 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Altschuler, S (Reprint Author), Emory Univ, Atlanta, GA 30322 USA.
   Altschuler, Sari, Emory Univ, Atlanta, GA 30322 USA.
   Silva, Cristobal, Columbia Univ, New York, NY 10027 USA.}},
ISSN = {{0012-8163}},
EISSN = {{1534-147X}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, American}},
Cited-References = {{Adams Rachel, 2015, KEYWORDS DISABILITY, P5.
   {[}Anonymous], 1787, ROST OF SLAV.
   Barclay Jennifer L., 2014, WOMEN GENDER FAMILIE, V2, P115, DOI DOI 10.5406/W0MGENFAMC0L.2.2.0115.
   Beckford William, 1788, REMARKS SITUATION NE.
   Berube Michael, 2016, SECRET LIFE STORIES.
   Boster Dea H., 2013, AFRICAN AM SLAVERY D.
   Carey AC, 2009, ON THE MARGINS OF CITIZENSHIP: INTELLECTUAL DISABILITY AND CIVIL RIGHTS IN TWENTIETH-CENTURY AMERICA, P1.
   Collins David, 1803, PRACTICAL RULES MANA.
   Couser G. Thomas, 2015, KEYWORDS DISABILITY, P105.
   Davis Lennard J, 1995, ENFORCING NORMALCY D.
   Deutsch Helen, 2015, KEYWORDS DISABILITY, P52.
   Dickson William, 1789, LETT ON SLAVERY.
   Donegan K, 2014, EARLY AM STUD SER, P1.
   Donegan K, 2013, EARLY AM LITERATURE, V48, P285.
   Erevelles N, 2011, DISABILITY AND DIFFERENCE IN GLOBAL CONTEXTS: ENABLING A TRANSFORMATIVE BODY POLITIC, P1, DOI 10.1057/9781137001184.
   Eyler JR, 2010, DISABILITY IN THE MIDDLE AGES: RECONSIDERATIONS AND REVERBERATIONS, P1.
   Garland-Thomson R, 2004, AM LIT, V76, P777, DOI 10.1215/00029831-76-4-777.
   Garland-Thomson Rosemarie., 1997, EXTRAORDINARY BODIES.
   Grech S, 2015, SOC IDENT, V21, P1, DOI {[}10.1080/13504630.2014.995394, 10.1080/13504630.2014.995347].
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   Kallianes V, 1997, DISABIL SOC, V12, P203, DOI 10.1080/09687599727335.
   Kennedy S, 2015, SOC IDENT, V21, P37, DOI 10.1080/13504630.2014.995349.
   Kudlick C, 2013, B HIST MED, V87, P540, DOI 10.1353/bhm.2013.0086.
   Kudlick CJ, 2003, AM HIST REV, V108, P763, DOI 10.1086/529597.
   Longmore Paul K., 2003, WHY I BURNED MY BOOK.
   Mallipeddi Ramesh, 2016, SPECTACULAR SUFFERIN.
   McRuer R, 2006, CRIP THEORY CULTURAL.
   Mitchell David T., 2000, NARRATIVE PROSTHESIS.
   Morgan JL, 2004, ENCOUNTERS ASIA, P1.
   Mounsey Chris, 2014, IDEA DISABILITY 18 C.
   Munyi Chomba Wa, 2012, DISABILITY STUDIES Q, V32.
   Nielsen Kim E., 2013, DISABILITY HIST US.
   Ralph Michael, 2015, KEYWORDS DISABILITY, P107.
   Samuels Ellen, 2014, FANTASIES IDENTIFICA.
   Schweik Susan M., 2009, UGLY LAWDISABILITY.
   Shakespeare T., 2006, DISABILITY RIGHTS WR.
   Siebers T, 2001, AM LIT HIST, V13, P737, DOI 10.1093/alh/13.4.737.
   Siebers Tobin., 2010, DISABILITY AESTHETIC.
   Stiker HJ, 1999, HIST DISABILITY.
   Stone A, 2012, AM LIT HIST, V24, P814, DOI 10.1093/alh/ajs044.}},
Number-of-Cited-References = {{41}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Early Am. Lit.}},
Doc-Delivery-Number = {{EO4CV}},
Unique-ID = {{ISI:000396643000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000396743000005,
Author = {Huebenthal, Jan},
Title = {{Un/Detectability in Times of ``Equality{''}: HIV, Queer Health, and
   Homonormativity}},
Journal = {{EUROPEAN JOURNAL OF AMERICAN STUDIES}},
Year = {{2017}},
Volume = {{11}},
Number = {{3, SI}},
Abstract = {{As medical advances have made HIV survival possible, narratives of
   ``undetectable{''} viral loads often fail to account for the multiple
   layers of racial and political privilege that animate and sustain them.
   For example, African American men who have sex with men are eight times
   more likely than whites to be diagnosed with HIV, and one in two gay
   black men will likely be diagnosed with HIV in his lifetime-and African
   Americans face low rates of access to and retention in HIV care. Drawing
   on dis/ability and queer theory, this article critiques the ways in
   which ``undetectability{''} discourses proffer AIDS erasure, whiteness,
   and ideologies of able-bodiedness as central to homonormative LGBT
   identity politics. Based in normative modes of disciplinary, hygienic
   sexuality, narratives and realities of carefully managed HIV infection
   emerge in support of LGBT desires for state recognition. In this
   process, an emphasis on personal, rather than systemic, responsibility
   has tied HIV care and survival to grids of racial, political, and
   ultimately individual privilege. Weighing the ethical residues of LGBT
   rights ``victories,{''} this essay argues that access to the private
   spheres of marriage, child-rearing, and inheritance has come at the
   expense of the health of vulnerable populations and breathed new life
   into specters of homophobia and AIDS stigma.}},
Publisher = {{EUROPEAN ASSOC AMER STUDIES}},
Address = {{C/O PHILIP JOHN DAVIES, ECCLES CENTRE AMERICAN STUDIES, LONDON, NW1 2DB,
   ENGLAND}},
Type = {{Article}},
Language = {{English}},
Article-Number = {{UNSP 5}},
ISSN = {{1991-9336}},
Keywords = {{AIDS stigma; disability studies; HIV/AIDS; homonormativity; identity
   politics; LGBT rights; neoliberalism; queer health; race}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Cited-References = {{Agathangelou AM, 2008, RADICAL HIST REV, P120, DOI 10.1215/01636545-2007-025.
   Althusser Louis, 2001, LENIN PHILOS OTHER E, P85.
   American Civil Liberties Union (ACLU), 2016, ANT LGBT REL EX LEG.
   Anderson B. R. O., 2006, IMAGINED COMMUNITIES.
   {[}Anonymous], 2016, NY TIMES.
   Berlant L, 2011, CRUEL OPTIMISM.
   Berlant Lauren., 1997, QUEEN AM GOES WASHIN.
   Bersani Leo, IS RECTUM GRAVE, V43, P197.
   Brown Wendy, 1995, STATES INJURY POWER.
   Butler Judith, 1990, GENDER TROUBLE FEMIN.
   Butler Judith, 2004, UNDOING GENDER.
   Centers for Disease Control and Prevention (CDC), 2015, START TALK STOP HIV.
   Centers for Disease Control and Prevention (CDC), 2015, HIV INF AFR AM.
   CHAUNCEY G, 2004, WHY MARRIAGE HIST SH.
   Cohen CJ, 1997, GLQ-J LESBIAN GAY ST, V3, P437, DOI 10.1215/10642684-3-4-437.
   Crimp D., 1990, AIDS DEMO GRAPHICS.
   Dean Tim, 2015, KEYWORDS DISABILITY, P143.
   DEmilio John, 2012, INTIMATE MATTERS HIS.
   Duffy Nick, 2009, PINK NEWS       0909.
   Duggan L, 2002, MAT DEMOCRACY REVITA, P175, DOI DOI 10.1215/9780822383901-007.
   Duggan L, 2003, TWILIGHT EQUALITY NE.
   Edelman Lee, POSTMODERN TURN NEW, P299.
   Foucault M, 2008, MICHEL FOUCAULT-LECT, P1, DOI 10.1057/9780230594180.
   Foucault Michel, 1990, HIST SEXUALITY, V1.
   Gonzalez OR, 2010, CULT CRIT, P82.
   Hogarth Louise, 2003, GIFT.
   LaMotte Sandee, C SHEEN STIGMA HIV N.
   Lipsitz G., 2006, POSSESSIVE INVESTMEN.
   Maulsby C, 2014, AIDS BEHAV, V18, P10, DOI 10.1007/s10461-013-0476-2.
   McNamara M, 2013, MORAL PANICS OF SEXUALITY, P226.
   MCRUER R, 2002, {[}No title captured], V23, P221, DOI DOI 10.1023/A:1016846402426.
   McRuer Robert, 2006, DISABILITY STUDIES R, p{[}301, 304].
   Metzl J., 2010, HLTH HLTH BECAME NEW, P1.
   Mitchell DT, 2015, CORPOREALITIES DISCO.
   Patton C., 1990, INVENTING AIDS.
   Pollack A., 2015, NY TIMES.
   Puar Jasbir, 2007, TERRORIST ASSEMBLAGE.
   Puar Jasbir K, 2012, GLQ-J LESBIAN GAY ST, V18, P13.
   Race K., 2001, SEXUALITIES, V2, P167, DOI DOI 10.1177/136346001004002004.
   Read J., 2009, FOUCAULT STUDIES, V6, P25, DOI DOI 10.22439/FS.V0I0.2465.
   Roman D, 2000, GLQ-J LESBIAN GAY ST, V6, P1, DOI 10.1215/10642684-6-1-1.
   Sandahl C, 2001, CONTEMP THEATRE REV, V11, P49, DOI 10.1080/10486800108568638.
   Sontag S., 2001, ILLNESS METAPHOR AID.
   SPADE Dean, 2011, NORMAL LIFE ADM VIOL.
   Stein Marc., 2012, RETHINKING GAY LESBI.
   Sycamore M. B., 2008, THATS REVOLTING QUEE.
   Warner Michael, 1999, TROUBLE NORMAL SEX P.}},
Number-of-Cited-References = {{47}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Eur. J. Am. Stud.}},
Doc-Delivery-Number = {{EO5OQ}},
Unique-ID = {{ISI:000396743000005}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000396842300008,
Author = {Reindal, Solveig M. and McLaughlin, Margaret J. and Liasidou, Anastasia},
Title = {{Practicing Disability Studies in Education: Acting toward Social Changey}},
Journal = {{EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION}},
Year = {{2017}},
Volume = {{32}},
Number = {{2}},
Pages = {{287-294}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Reindal, SM (Reprint Author), NLA Univ Coll Bergen, Bergen, Norway.
   Reindal, Solveig M., NLA Univ Coll Bergen, Bergen, Norway.
   McLaughlin, Margaret J., Univ Maryland, Coll Educ, Inst Study Except Children, College Pk, MD USA.
   Liasidou, Anastasia, St Marys Univ Twickenham, London, England.}},
DOI = {{10.1080/08856257.2017.1294677}},
ISSN = {{0885-6257}},
EISSN = {{1469-591X}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{SolveigM.Reindal@NLA.no
   mjm@umd.edu
   anastasia.liasidou@stmarys.ac.uk}},
Cited-References = {{CONNOR DJ, 2015, PRACTICING DISABILIT.
   Oliver M, 2013, DISABIL SOC, V28, P1024, DOI 10.1080/09687599.2013.818773.
   Reindal S. M., 1995, EUROPEAN J SPECIAL N, V10, P58.
   Reindal S. M., 1998, DISABILITY PERSONAL.
   Smith P., 2015, PRACTICING DISABILIT, P51.
   Valle J. W., 2004, EQUITY EXCELLENCE ED, V37, P4, DOI DOI 10.1080/10665680490422070.
   Vehmas S, 2016, DISABIL SOC, V31, P1, DOI 10.1080/09687599.2015.1120657.
   Vehmas S, 2014, DISABIL SOC, V29, P638, DOI 10.1080/09687599.2013.831751.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Eur. J. Spec. Needs Educ.}},
Doc-Delivery-Number = {{EO6ZZ}},
Unique-ID = {{ISI:000396842300008}},
DA = {{2020-03-18}},
}

@article{ ISI:000396842300009,
Author = {Connor, David J. and Valle, Jan W. and Hale, Chris},
Title = {{Practicing Disability Studies in Education: Acting toward Social Change
   reply}},
Journal = {{EUROPEAN JOURNAL OF SPECIAL NEEDS EDUCATION}},
Year = {{2017}},
Volume = {{32}},
Number = {{2}},
Pages = {{295-298}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Connor, DJ (Reprint Author), CUNY Hunter Coll, Dept Special Educ, New York, NY 10021 USA.
   Connor, David J.; Valle, Jan W.; Hale, Chris, CUNY Hunter Coll, Dept Special Educ, New York, NY 10021 USA.}},
DOI = {{10.1080/08856257.2017.1294675}},
ISSN = {{0885-6257}},
EISSN = {{1469-591X}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{dconnor@hunter.cuny.edu}},
Cited-References = {{Annamma SA, 2013, RACE ETHNIC EDUC-UK, V16, P1, DOI 10.1080/13613324.2012.730511.
   CONNOR DJ, 2015, PRACTICING DISABILIT.
   Danforth S., 2014, BEST INCLUSIVE ED ST.
   Danforth S., 2007, VITAL QUESTIONS DISA.
   Erevelles N, 2011, DISABILITY DIFFERENC.
   FERRI BA, 2006, READING RESISTANCE D.
   Gabel S., 2014, TEACHING DISABILITY.
   GABEL S, 2008, DISABILITY POLITICS.
   Gallagher DJ, 1998, EXCEPT CHILDREN, V64, P493.
   Smith P., 2010, WHATEVER HAPPENED IN.
   Smith P., 2013, FAMILIES DISABILITY.
   Valle J. W., 2010, RETHINKING DISABILIT.
   Valle JW, 2009, PALG STUD URBAN EDUC, P1, DOI 10.1057/9780230619739.
   Vehmas S, 2014, DISABIL SOC, V29, P638, DOI 10.1080/09687599.2013.831751.
   WARE L, 2004, IDEOLOGY POLITICS IN.}},
Number-of-Cited-References = {{15}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Eur. J. Spec. Needs Educ.}},
Doc-Delivery-Number = {{EO6ZZ}},
Unique-ID = {{ISI:000396842300009}},
DA = {{2020-03-18}},
}

@article{ ISI:000396625800004,
Author = {Klepp, Ingun Grimstad and Rysst, Mari},
Title = {{Deviant Bodies and Suitable Clothes}},
Journal = {{FASHION THEORY-THE JOURNAL OF DRESS BODY \& CULTURE}},
Year = {{2017}},
Volume = {{21}},
Number = {{1}},
Pages = {{79-99}},
Abstract = {{Suitable clothes are clothes that make the body socially accepted. The
   theme of this article concerns what people with deviant bodies do when
   suitable clothes are difficult to find; clothes that make their bodies
   fit in in everyday social contexts. Based on interviews with Norwegian
   men and women, the focus is on those people who have bodies that deviate
   from the present Western bodily ideals of thinness, fitness and no
   deviances. The article relates the interviews to research in two
   different fields: disability studies and fashion studies. A primary
   focus is on the relationship between acceptance of one's own
   body-{''}making the best out of it,{''} -and respondents' different
   strategies for coping with the situation. The final discussion addresses
   the relationship between the clothes market and deviant bodies. Focusing
   on a group of people with special problems related to clothes might
   bring forth new knowledge in general. In addition, a change in the
   status of the market may have positive effects for those already
   excluded from this market.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Klepp, IG (Reprint Author), Consumpt Inst, Oslo, Norway.
   Klepp, Ingun Grimstad, Consumpt Inst, Oslo, Norway.
   Rysst, Mari, Univ Coll Lillehammer, Lillehammer, Norway.
   Rysst, Mari, Natl Inst Consumer Res, Oslo, Norway.}},
DOI = {{10.1080/1362704X.2016.1138658}},
ISSN = {{1362-704X}},
EISSN = {{1751-7419}},
Keywords = {{deviant bodies; clothes; optical techniques; fatness}},
Keywords-Plus = {{BODY; FASHION; IMAGE}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{ingun.g.klepp@sifo.hioa.no
   Mari.Rysst@hil.no}},
Cited-References = {{Almond K, 2013, FASH THEORY, V17, P197, DOI 10.2752/175174113X13541091797689.
   Andreescu FC, 2014, FASH THEORY, V18, P7, DOI 10.2752/175174114X13788163471587.
   Andrewes Janet, 2005, BODYWORK DRESS CULTU.
   Bjerck Mari, 2013, MADE TO FIT.
   Doving Runar, 2009, FORBRUKERENES ANSVAR, P113.
   Dworkin SL, 2009, BODY PANIC.
   Ehrenreich Barbara, 2010, SMILE OR DIE.
   Engelsrud G, 2006, HVA ER KROPP.
   Entwistle J., 2000, FASH THEORY, V4, P323, DOI DOI 10.2752/136270400778995471.
   Featherstone M, 2010, BODY SOC, V16, P193, DOI 10.1177/1357034X09354357.
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   Hall ML, 2013, FASHION PRACT, V5, P9, DOI 10.2752/175693813X13559997788682.
   Harvey J, 2007, FASH THEORY, V11, P65, DOI 10.2752/136270407779934533.
   Johansen Rudolf Broby, 1954, KROPP OG KLAER.
   Klepp IG, 2011, FASH THEORY, V15, P451, DOI 10.2752/175174111X13115179149875.
   Klepp Ingun Grimstad, 2009, 12009 SIFO.
   Klerk Helena M. de, 2002, INT J CONSUM STUD, V26, P93, DOI DOI 10.1046/j.1470-6431.2002.00209.x.
   Laitala K., 2011, CULTURE UNBOUND J CU, V3, P19, DOI DOI 10.3384/CU.2000.1525.11319.
   Laitala Kirsi, 2009, LARGE CLOTHING SIZES, P503.
   Lamb J. M., 2001, CLOTHING AND TEXTILE, V19, P134, DOI DOI 10.1177/0887302X0101900304.
   MAUSS M, 1973, ECON SOC, V2, P70, DOI 10.1080/03085147300000003.
   Merleau-Ponty Maurice, 2002, PHENOMENOLOGY PERCEP.
   Miller Daniel, 2005, CLOTHING MAT CULTURE.
   Otieno R, 2005, INT J RETAIL DISTRIB, V33, P298, DOI 10.1108/09590550510593220.
   Peters LD, 2014, FASH THEORY, V18, P45, DOI 10.2752/175174114X13788163471668.
   Radvan C, 2013, FASHION PRACT, V5, P33, DOI 10.2752/175693813X13559997788727.
   Ritzer G, 2010, J CONSUM CULT, V10, P13, DOI 10.1177/1469540509354673.
   Rothblum E. D., 2011, OXFORD HDB SOCIAL SC, P173.
   Rysst M., 2014, 12014 SIFO.
   Rysst Mari, 2012, HEALTH, V4, P259.
   Smeesters D, 2010, J CONSUM RES, V36, P930, DOI 10.1086/648688.
   Turney J, 2009, CULTURE KNITTING.
   Vainshtein O, 2012, FASH THEORY, V16, P139, DOI 10.2752/175174112X13274987924014.
   Vermeir I, 2014, J CONSUM POLICY, V37, P205, DOI 10.1007/s10603-013-9245-x.
   Vestvik Marit, 2013, PROJECT REPORT.
   Woodward S., 2005, CLOTHING MAT CULTURE, P21.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Fash. Theory}},
Doc-Delivery-Number = {{EO3WR}},
Unique-ID = {{ISI:000396625800004}},
DA = {{2020-03-18}},
}

@article{ ISI:000396554400001,
Author = {Heiman, Tali and Olenik-Shemesh, Dorit},
Title = {{Cyberbullying Involvement of Adolescents with Low Vision Compared to
   Typical Adolescents, as Related to Perceived Social Support}},
Journal = {{JOURNAL OF AGGRESSION MALTREATMENT \& TRAUMA}},
Year = {{2017}},
Volume = {{26}},
Number = {{2}},
Pages = {{105-115}},
Abstract = {{This study examined adolescents with low vision (LV) compared to
   students without disabilities regarding their cyberbullying experiences,
   as related to perceived social support. Sample consisted of 407 students
   (61 with LV) who completed self-reported questionnaires. Findings
   revealed that students with LV are using the computer and the Internet
   as much as the typical students, but students with LV had less frequent
   Internet interactions with friends. Students with LV reported being more
   involved in cyberbullying as cybervictims, cyberperpetrators,
   cyberwitnesses, knowing someone and telling their online experience to
   another, and having lower social support compared to students without
   disabilities. Students with LV are more willing to report and to share
   their online experiences with another person. The findings add to our
   knowledge about students' experiences of cyberbullying and suggest
   implementing effective coping strategies programs to raise the awareness
   of cyberbullying risky behavior.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Heiman, T (Reprint Author), Open Univ Israel, Dept Educ \& Psychol, 1 Univ Rd, IL-43107 Ranana, Israel.
   Heiman, Tali; Olenik-Shemesh, Dorit, Open Univ Israel, Dept Educ \& Psychol, 1 Univ Rd, IL-43107 Ranana, Israel.}},
DOI = {{10.1080/10926771.2016.1228725}},
ISSN = {{1092-6771}},
EISSN = {{1545-083X}},
Keywords = {{adolescents; cyberbullying; low vision; perceived social support}},
Keywords-Plus = {{VISUAL IMPAIRMENTS; STUDENTS; CHILDREN; VICTIMIZATION; EXPERIENCES;
   ADJUSTMENT; CURRICULUM; SETTINGS; YOUTHS; SKILLS}},
Research-Areas = {{Psychology; Criminology \& Penology; Family Studies; Psychiatry}},
Web-of-Science-Categories  = {{Psychology, Clinical; Criminology \& Penology; Family Studies;
   Psychiatry}},
Author-Email = {{talihe@openu.ac.il}},
Cited-References = {{{[}Anonymous], 2007, VIS AW LOW VIS LEG B.
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Number-of-Cited-References = {{36}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{J. Aggress. Maltreatment Trauma}},
Doc-Delivery-Number = {{EO2VP}},
Unique-ID = {{ISI:000396554400001}},
DA = {{2020-03-18}},
}

@article{ ISI:000391260700001,
Author = {Rosqvist, Hanna Bertilsdotter and Katsui, Hisayo and McLaughlin, Janice},
Title = {{(Dis)abling practices and theories?: exploring chronic illness in
   disability studies}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2017}},
Volume = {{19}},
Number = {{1}},
Pages = {{1-6}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
DOI = {{10.1080/15017419.2016.1269535}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords-Plus = {{PUBLIC-ATTITUDES; RECOVERY; PEOPLE; ENGLAND; GENDER; POWER; RISK; SELF}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{hanna.bertilsdotter-rosqvist@umu.se
   hisayo.katsui@abilis.fi
   janice.mclaughlin@newcastle.ac.uk}},
Cited-References = {{Be A, 2016, DISABIL SOC, V31, P465, DOI 10.1080/09687599.2016.1181048.
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Number-of-Cited-References = {{36}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{EG7UC}},
Unique-ID = {{ISI:000391260700001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000391260700003,
Author = {Mack, Heather and Paylor, Ian},
Title = {{The inclusion of people with hepatitis C within disability studies}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2017}},
Volume = {{19}},
Number = {{1}},
Pages = {{18-33}},
Abstract = {{This article adopts a critical position regarding the `illness is not
   disability' debate by framing hepatitis C both as a lived, physical
   impairment and a socio-cultural disability/illness. This article draws
   on qualitative in-depth interviews with 21 people who live(d) with
   hepatitis C in the UK and examines the financial impact of living with
   hepatitis C and the process of applying and being found eligible for
   welfare benefits. This article contributes to the discussion around the
   inclusion of people with HCV within disability studies and argued that
   there should be greater recognition of the disabling processes and
   barriers they face in accessing information, support, recognition and
   treatment. At present, the institutional processes used to define the
   ability to work and determine eligibility for benefits frequently
   exclude and marginalize the experience of people with hepatitis C.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Paylor, I (Reprint Author), Univ Lancaster, Bowland Coll North, Dept Sociol, Lancaster LA1 4YD, England.
   Mack, Heather; Paylor, Ian, Univ Lancaster, Bowland Coll North, Dept Sociol, Lancaster LA1 4YD, England.}},
DOI = {{10.1080/15017419.2016.1228543}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Welfare; disability; drug use; hepatitis C; illness}},
Keywords-Plus = {{INJECTING DRUG-USERS; INCAPACITY BENEFIT; DISABLED PEOPLE; WELFARE;
   EMPLOYMENT; ILLNESS; REFLECTIONS; EXPERIENCE; COALITION; SECURITY}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{i.paylor1@lancaster.ac.uk}},
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Number-of-Cited-References = {{80}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{EG7UC}},
Unique-ID = {{ISI:000391260700003}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000391260700004,
Author = {Timander, Ann-Charlott and Moller, Anders and Davidson, Larry},
Title = {{The negative effects of oppression in the recovery process}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2017}},
Volume = {{19}},
Number = {{1}},
Pages = {{34-44}},
Abstract = {{The aim of this project was to study if and how experiences of
   oppression on the grounds of mental distress and gender affect the
   reclaiming and (re) construction of identities in the recovery process.
   In this study 33 narratives were analysed using framework analysis. The
   analysis showed that the experience of oppression affected the
   participants negatively along emotional and psychological pathways and
   affected their life activities, that is, their recovery process was
   negatively affected. By using a British disability studies perspective
   on oppression {[}Thomas, C. 2010. ``Medical Sociology and Disability
   Theory.{''} In New Directions in the Sociology of Chronic and Disabling
   Conditions. Assaults on the Lifeworld, edited by G. Scambler, and S
   Scambler, 37-56. Palgrave Macmillan] the understanding of experiences of
   mental distress and recovery was argued to be deepened. The process of
   recovery was in the light of the findings argued to be a highly social
   and not just an individualistic process, where social factors like
   experiences of oppression could become a barrier in the recovery
   process.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Timander, AC (Reprint Author), Gothenburg Univ, Dept Social Work, Sprangkullsgatan 23,Box 720, SE-40530 Gothenburg, Sweden.
   Timander, Ann-Charlott, Gothenburg Univ, Dept Social Work, Sprangkullsgatan 23,Box 720, SE-40530 Gothenburg, Sweden.
   Moller, Anders, Ersta Skondal Univ Coll, Dept Social Sci, Publ Hlth, Gothenburg, Sweden.
   Davidson, Larry, Yale Univ, Sch Med, New Haven, CT USA.
   Davidson, Larry, Yale Univ, Inst Social \& Policy Studies, New Haven, CT USA.}},
DOI = {{10.1080/15017419.2016.1196241}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Recovery; oppression; identity; mental distress; (re) construction}},
Keywords-Plus = {{SERIOUS MENTAL-ILLNESS; IDENTITY; SELF; SCHIZOPHRENIA; PERSPECTIVES;
   ACCOUNTS; JOURNEY; SEARCH; MODELS}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{ann-charlott.timander@socwork.gu.se}},
ResearcherID-Numbers = {{Moller, Anders/O-6665-2016}},
ORCID-Numbers = {{Moller, Anders/0000-0003-3739-4675}},
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Number-of-Cited-References = {{33}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{EG7UC}},
Unique-ID = {{ISI:000391260700004}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000390893100078,
Author = {Moody, Louise and Saunders, Janet and Rebernik, Natasa and Leber, Marjan
   and Curin, Andreja and Wojcik-Augustyniak, Marzena and Szajczyk, Marek},
Editor = {{Kantola, JI and Barath, T and Nazir, S and Andre, T}},
Title = {{Tackling Barriers to the Inclusion of Disabled People in the European
   Workplace Through Ergonomics}},
Booktitle = {{ADVANCES IN HUMAN FACTORS, BUSINESS MANAGEMENT, TRAINING AND EDUCATION}},
Series = {{Advances in Intelligent Systems and Computing}},
Year = {{2017}},
Volume = {{498}},
Pages = {{841-849}},
Note = {{International Conference on Human Factors, Business Management and
   Society, FL, JUL 27-31, 2016}},
Abstract = {{The ERGO WORK project is a collaboration of academic and business
   partners in six European countries. The project is focused on
   understanding barriers to workplace inclusion, and tackling these
   barriers through education in ergonomics and universal design and
   collaboration between academia and business. An exploratory study
   suggested that workplaces could be further improved in the partner
   countries to meet the needs of disabled people and there was
   considerable scope for training within companies to raise awareness
   about employees' needs, employers' obligations and workplace adaptation.
   The findings led to the development of new Ergonomics curriculum content
   in Slovenia and Poland that was implemented in two partner universities.
   The curriculum was then tested through a series of industrybased
   projects. The projects formed collaborations between business, employees
   with disabilities, students and academics and involved adapting the
   workplace, job design and products to specific employee needs.}},
Publisher = {{SPRINGER INT PUBLISHING AG}},
Address = {{GEWERBESTRASSE 11, CHAM, CH-6330, SWITZERLAND}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Moody, L (Reprint Author), Sch Art \& Design, Coventry, W Midlands, England.
   Moody, Louise; Saunders, Janet, Sch Art \& Design, Coventry, W Midlands, England.
   Rebernik, Natasa, OZARA Serv \& Disabil Co Ltd, Maribor, Slovenia.
   Leber, Marjan; Curin, Andreja, Univ Maribor, Maribor, Slovenia.
   Wojcik-Augustyniak, Marzena; Szajczyk, Marek, Siedlce Univ Nat Sci \& Humanities, Siedlce, Poland.}},
DOI = {{10.1007/978-3-319-42070-7\_78}},
ISSN = {{2194-5357}},
ISBN = {{978-3-319-42070-7; 978-3-319-42069-1}},
Keywords = {{Workplace design; Inclusive design; Ergonomics; Disability; Ergonomics
   education}},
Keywords-Plus = {{MANAGEMENT}},
Research-Areas = {{Computer Science; Education \& Educational Research; Business \&
   Economics}},
Web-of-Science-Categories  = {{Computer Science, Interdisciplinary Applications; Education \&
   Educational Research; Management}},
Author-Email = {{l.moody@coventry.ac.uk
   janet.saunders@coventry.ac.uk
   natasa.rebernik@ozara.si
   marjan.leber@um.si
   andreja.curin@um.si
   marwojaug@tlen.pl
   marekszajczyk@poczta.onet.pl}},
ResearcherID-Numbers = {{Rebernik, Natasa/U-3708-2017
   Moody, Louise/Q-5133-2017
   Wojcik-Augustyniak, Marzena/V-8290-2017
   }},
ORCID-Numbers = {{Rebernik, Natasa/0000-0002-0891-8727
   Moody, Louise/0000-0003-2326-4124
   Wojcik-Augustyniak, Marzena/0000-0001-5096-2863
   Saunders, Janet/0000-0003-4250-0479
   Szajczyk, Marek/0000-0002-0591-8174}},
Cited-References = {{Amick BC, 2000, J OCCUP REHABIL, V10, P21, DOI 10.1023/A:1009437728024.
   Caple DC, 2010, APPL ERGON, V41, P731, DOI 10.1016/j.apergo.2010.03.002.
   European Commission (EC), 2013, EUR DIS STRAT.
   Franche RL, 2005, J OCCUP REHABIL, V15, P525, DOI 10.1007/s10926-005-8032-1.
   Greve B., 2009, LABOUR MARKET SITUAT.
   Papworth Trust `Disability in the United Kingdom, 2014, FACTAND FIG.
   Priestley M., 2012, TARGETING MAINSTREAM.
   Saunders J., 2015, CONT ERGONOMICS HUMA.
   Shrey DE, 1999, J OCCUP REHABIL, V9, P45, DOI 10.1023/A:1021393432243.
   Stubbs DA, 2000, OCCUP MED-OXFORD, V50, P277, DOI 10.1093/occmed/50.4.277.}},
Number-of-Cited-References = {{10}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{12}},
Doc-Delivery-Number = {{BG6XE}},
Unique-ID = {{ISI:000390893100078}},
DA = {{2020-03-18}},
}

@article{ ISI:000390586500008,
Author = {Cumming, Therese M. and Smedley, Emily N.},
Title = {{Life Span Transitions for a Student With LD: Mother-Daughter
   Perspectives}},
Journal = {{INTERVENTION IN SCHOOL AND CLINIC}},
Year = {{2017}},
Volume = {{52}},
Number = {{3, SI}},
Pages = {{176-181}},
Month = {{JAN}},
Abstract = {{Transition planning and processes can greatly influence the quality of
   schooling transitions for students with learning disabilities.
   Student-focused planning and family involvement are two integral
   components of transition planning that do not always receive the
   emphasis that they deserve. The educational transitions of one student
   are examined through the lens of the student and her mother, with a
   focus on these two areas. These experiences are compared to
   research-based transition practices, with recommendations for improving
   the process for other students with learning disabilities in the future.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Cumming, TM (Reprint Author), Univ New South Wales, Room 129 John Goodsell Bldg, Sydney, NSW 2052, Australia.
   Cumming, Therese M., Univ New South Wales, Room 129 John Goodsell Bldg, Sydney, NSW 2052, Australia.
   Smedley, Emily N., Univ Nevada, Las Vegas, NV 89154 USA.}},
DOI = {{10.1177/1053451216644826}},
ISSN = {{1053-4512}},
EISSN = {{1538-4810}},
Keywords = {{transitions; learning disabilities; student-centered planning;
   family-centered planning; self-determination}},
Keywords-Plus = {{SPECIAL EDUCATIONAL-NEEDS; SECONDARY-SCHOOL; YOUNG-CHILDREN; MIDDLE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{t.cumming@unsw.edu.au}},
Cited-References = {{Adreon D, 2001, INTERV SCH CLIN, V36, P266, DOI 10.1177/105345120103600502.
   Brandes JA, 2007, INTERV SCH CLIN, V42, P204, DOI 10.1177/10534512070420040301.
   Byington T.A., 2012, YOUNG EXCEPTIONAL CH, V14, P44, DOI {[}10.1177/1096250611428878, DOI 10.1177/1096250611428878].
   Cameron C., 2012, YOUTH DISABILITIES T.
   Carter EW, 2005, TEACH EXCEPT CHILD, V37, P8, DOI 10.1177/004005990503700301.
   Cohen JS, 2009, PREV SCH FAIL, V53, P177, DOI 10.3200/PSFL.53.3.177-184.
   Forlin C, 2013, AUSTRALAS J SPEC EDU, V37, P49, DOI 10.1017/jse.2013.8.
   Hanewald R, 2013, AUST J TEACH EDUC, V38, P62, DOI 10.14221/ajte.2013v38n1.7.
   Hirst M., 2011, TRANSITION PRIMARY S.
   Janus M, 2008, EARLY CHILD EDUC J, V35, P479, DOI 10.1007/s10643-007-0217-0.
   JUNG LA, 2006, YOUNG EXCEPTIONAL CH, V9, P2, DOI DOI 10.1177/109625060600900201.
   Kemp C., 2014, INCLUSION IN ACTION, P411.
   Kohler P. D., 1993, CAREER DEV EXCEPTION, V16, P107, DOI {[}10.1177/088572889301600201, DOI 10.1177/088572889301600201].
   Landmark LJ, 2010, CAREER DEV TRANSIT E, V33, P165, DOI 10.1177/0885728810376410.
   Maras P, 2006, BRIT J SPEC EDUC, V33, P196, DOI 10.1111/j.1467-8578.2006.00439.x.
   McIntyre LL, 2006, J INTELL DISABIL RES, V50, P349, DOI 10.1111/j.1365-2788.2006.00783.x.
   Rous B, 2007, J EARLY INTERVENTION, V30, P1, DOI 10.1177/105381510703000102.
   Sitlington P. L., 2010, TRANSITION ED SERVIC.
   Spencer VG, 2005, INTERV SCH CLIN, V40, P247.
   Stewart D., 2010, INT ENCY REHABILITAT.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Interv. Sch. Clin.}},
Doc-Delivery-Number = {{EF8NT}},
Unique-ID = {{ISI:000390586500008}},
DA = {{2020-03-18}},
}

@article{ ISI:000390859300002,
Author = {McFerran, Katrina Skewes and Hense, Cherry and Medcalf, Laura and
   Murphy, Melissa and Fairchild, Rebecca},
Title = {{Integrating Emotions Into the Critical Interpretive Synthesis}},
Journal = {{QUALITATIVE HEALTH RESEARCH}},
Year = {{2017}},
Volume = {{27}},
Number = {{1}},
Pages = {{13-23}},
Month = {{JAN}},
Abstract = {{Critical interpretive synthesis is a particular form of systematic
   review that critically examines the decisions made by authors while
   conducting and publishing about their research and practices. It differs
   from empirical syntheses of qualitative research by emphasizing the
   interpreted and constructed nature of this form of secondary analysis.
   In this article, we extend previous literature on critical interpretive
   syntheses by highlighting the integration of emotional responses when
   developing critical questions for interrogating the literature and
   interpreting results. Our extension of the critical interpretive
   synthesis is illustrated through examples from five studies examining
   literature in our own field of music therapy, as well as related fields
   of disability studies, mental health, music psychology, and child
   welfare. The methodology we have refined uses an iterative and recursive
   method that promotes increased critical awareness of the assumptions
   driving the production of research in health contexts.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{McFerran, KS (Reprint Author), Univ Melbourne, Melbourne Conservatorium Mus, Bldg 862,234 St Kilda Rd, Melbourne, Vic 3006, Australia.
   McFerran, Katrina Skewes, Univ Melbourne, Music Therapy, Melbourne, Vic, Australia.
   Hense, Cherry; Medcalf, Laura; Murphy, Melissa; Fairchild, Rebecca, Univ Melbourne, Melbourne, Vic, Australia.}},
DOI = {{10.1177/1049732316639284}},
ISSN = {{1049-7323}},
EISSN = {{1552-7557}},
Keywords = {{critical interpretive synthesis; systematic review; emotions; music
   therapy; narrative synthesis; Australia}},
Keywords-Plus = {{MUSIC-THERAPY PRACTICE; SYSTEMATIC REVIEWS}},
Research-Areas = {{Information Science \& Library Science; Social Sciences - Other Topics;
   Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Information Science \& Library Science; Social Sciences,
   Interdisciplinary; Social Sciences, Biomedical}},
Author-Email = {{k.mcferran@unimelb.edu.au}},
ORCID-Numbers = {{Fairchild, Rebecca/0000-0002-9887-7171}},
Cited-References = {{Abrams B, 2010, J MUSIC THER, V47, P351, DOI 10.1093/jmt/47.4.351.
   Aigen K, 2008, ART PSYCHOTHER, V35, P251, DOI 10.1016/j.aip.2008.05.001.
   Ansdell G., 2004, COMMUNITY MUSIC THER.
   ANSDELL G, 2002, VOICES WORLD FORUM M, V2.
   Baines S, 2015, ART PSYCHOTHER, V42, P28, DOI 10.1016/j.aip.2015.01.001.
   Barnett-Page E, 2009, BMC MED RES METHODOL, V9, DOI 10.1186/1471-2288-9-59.
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   BRUSCIA KE, 1995, MUSIC THERAPY RES QU, P65.
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   Dixon-Woods Mary, 2006, BMC Med Res Methodol, V6, P35, DOI 10.1186/1471-2288-6-35.
   Eakin JM, 2003, J EVAL CLIN PRACT, V9, P187, DOI 10.1046/j.1365-2753.2003.00392.x.
   Edwards J., 2002, BRIT J MUSIC THERAPY, V16.
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   Finlay L, 2002, QUAL HEALTH RES, V12, P531, DOI 10.1177/104973202129120052.
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   Grant MJ, 2009, HEALTH INFO LIBR J, V26, P91, DOI 10.1111/j.1471-1842.2009.00848.x.
   Hadley S., 2004, VOICES WORLD FORUM M, V4, P2.
   Hartikainen S, 2007, J GERONTOL A-BIOL, V62, P1172, DOI 10.1093/gerona/62.10.1172.
   Hense C., 2015, CRITICAL INTERPRETAT.
   Jones T, 2000, Aust Crit Care, V13, P66, DOI 10.1016/S1036-7314(00)70624-2.
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   Lewis J, 2003, QUALITATIVE RES PRAC, P47.
   Lincoln Y. S., 2005, SAGE HDB QUALITATIVE, P191, DOI DOI 10.1002/EV.1427.
   Lucas PJ, 2007, BMC MED RES METHODOL, V7, DOI 10.1186/1471-2288-7-4.
   McFerran K. S., 2009, MUSICA HUMANA, V1, P45.
   McFerran KS, 2016, YOUTH SOC, V48, P521, DOI 10.1177/0044118X13501343.
   Meadows A., 2011, DEV MUSIC THERAPY PR.
   Medcalf L, 2016, BRIT J MUSIC THER, V30, P22, DOI 10.1177/1359457516639556.
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   Morse J. M., 2003, SAGE ENCY SOCIAL SCI, P884.
   Navarro Z, 2006, IDS BULL-I DEV STUD, V37, P11, DOI 10.1111/j.1759-5436.2006.tb00319.x.
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   Zaza S, 2000, AM J PREV MED, V18, P44, DOI 10.1016/S0749-3797(99)00122-1.}},
Number-of-Cited-References = {{52}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Qual. Health Res.}},
Doc-Delivery-Number = {{EG2FR}},
Unique-ID = {{ISI:000390859300002}},
DA = {{2020-03-18}},
}

@article{ ISI:000461098600010,
Author = {Benea, Diana},
Title = {{``TURNING SETBACKS INTO COMEBACKS{''}: REPRESENTING DISABILITY IN PING
   CHONG'S INSIDE/OUT...VOICES FROM THE DISABILITY COMMUNITY}},
Journal = {{BRITISH AND AMERICAN STUDIES}},
Year = {{2017}},
Volume = {{23}},
Pages = {{109-120}},
Abstract = {{In conversation with recent contributions in the field of disability
   studies, the article analyzes the representation of disability
   experience in Chinese American playwright Ping Chong's Inside/Out:
   Voices from the Disability Community (2008), produced within the
   framework of his ongoing series of community-based performance works
   entitled Undesirable Elements (1992-). Aligning Chong's theatrical piece
   with the cultural model of disability, the paper examines the political
   stakes of self-representation through testimonial performance, as a site
   of critical intervention into the classic repertoire of mediated
   representations of disability.}},
Publisher = {{EDITURA DIACRITIC}},
Address = {{DEPT ENGLISH LANG \& LIT, W UNIV TIMISOARA, ROMANIA, STR LORENA NR 2B,
   AP 13, TIMISOARA, 300127, ROMANIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Benea, D (Reprint Author), Univ Bucharest, Dept English, Bucharest, Romania.
   Benea, Diana, Univ Bucharest, Dept English, Bucharest, Romania.}},
ISSN = {{1224-3086}},
EISSN = {{2457-7715}},
Keywords = {{community theatre; disability; performance; representation}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{dbenea@gmail.com}},
Cited-References = {{Abrash Victoria, 2012, UNDESIRABLE ELEMENTS, P165.
   Biklen Douglas, 1977, INTERRACIAL BOOKS CH, V8, P4.
   Chong Ping, 1989, MELUS J SOC STUDY MU, V16, P62.
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   Kaufman Moises, 2014, LARAMIE PROJECT 10 Y.
   Kuppers P., 2007, COMMUNITY PERFORMANC.
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   Van Steendam E, 2012, STUD WRIT, pIX.
   Wehle P, 2004, PAJ, P22.
   Zatz Sara, 2012, UNDESIRABLE ELEMENTS, P207.}},
Number-of-Cited-References = {{23}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Brit. Am. Stud.}},
Doc-Delivery-Number = {{VI1KB}},
Unique-ID = {{ISI:000461098600010}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000455085000093,
Author = {Fox, Sarah and Hoffman, Anna Lauren and Menking, Amanda and Bardzell,
   Shaowen and Steinhardt, Stephanie},
Book-Group-Author = {{Assoc Comp Machinery}},
Title = {{Imagining Intersectional Futures: Feminist approaches in CSCW}},
Booktitle = {{CSCW'17: COMPANION OF THE 2017 ACM CONFERENCE ON COMPUTER SUPPORTED
   COOPERATIVE WORK AND SOCIAL COMPUTING}},
Year = {{2017}},
Pages = {{387-393}},
Note = {{ACM Conference on Computer Supported Cooperative Work and Social
   Computing (CSCW), Portland, OR, FEB 25-MAR 01, 2017}},
Organization = {{Assoc Comp Machinery; ACM SIGCHI; Facebook; IBM Res; Microsoft Res; HP;
   Mozilla}},
Abstract = {{The aim of this one-day workshop is to explore theoretical and
   methodological approaches that help us consider issues of gender, sexual
   orientation, and power in the design of socio-technical systems. This
   program builds on two previous workshops on the topic of feminism and
   CSCW. With this instantiation, we are motivated by an explicit
   commitment to intersectionality-a recognition that the effects of
   various oppressions cannot be understood independently. Considerable
   time will be devoted to discussing work in post-colonial feminism, queer
   theory, Women of Color feminism, and feminist critical disability
   studies. Through generative conversation with participants, feedback on
   works-in-progress, and the initiation of outlets for new feminist CSCW
   work, we aim to 1) build on existing research and practice and 2)
   identify concerns and approaches for both designing and assessing
   research oriented toward intersectional and feminist futures in the
   context of CSCW and social computing.}},
Publisher = {{ASSOC COMPUTING MACHINERY}},
Address = {{1515 BROADWAY, NEW YORK, NY 10036-9998 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Fox, S (Reprint Author), Univ Washington, Tactile \& Tact TAT Design Lab, Seattle, WA 98195 USA.
   Fox, Sarah, Univ Washington, Tactile \& Tact TAT Design Lab, Seattle, WA 98195 USA.
   Hoffman, Anna Lauren, Univ Calif Berkeley, Sch Informat, Berkeley, CA 94720 USA.
   Menking, Amanda, Univ Washington, Informat Sch, Seattle, WA 98195 USA.
   Bardzell, Shaowen, Indiana Univ, Sch Informat \& Comp, Informat, Bloomington, IN USA.
   Steinhardt, Stephanie, Cornell Univ, Dept Commun, Ithaca, NY USA.}},
DOI = {{10.1145/3022198.3022665}},
ISBN = {{978-1-4503-4688-7}},
Keywords = {{Feminism; intersectionality; design; collaboration}},
Research-Areas = {{Computer Science; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Computer Science, Information Systems; Computer Science, Software
   Engineering; Social Sciences, Interdisciplinary}},
Author-Email = {{sefox@uw.edu
   annalauren@berkeley.edu
   amenking@uw.edu
   selu@indiana.edu
   sbg94@cornell.edu}},
ORCID-Numbers = {{Menking, Amanda/0000-0002-7672-3155}},
Cited-References = {{Almeida T, 2016, 34TH ANNUAL CHI CONFERENCE ON HUMAN FACTORS IN COMPUTING SYSTEMS, CHI 2016, P1810, DOI 10.1145/2858036.2858119.
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   Kafer Alison, 2013, FEMINIST QUEER CRIP.
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   Steinhardt Stephanie B., 2015, P 18 ACM C COMP COMP, P303, DOI 10.1145/2685553.2685561.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BL7JF}},
Unique-ID = {{ISI:000455085000093}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000467203700054,
Author = {Valkova, Hana and Kralikova, Jitka and Dygryn, Jan},
Editor = {{Zvonar, M and Sajdlova, Z}},
Title = {{PHYSICAL ACTIVITY OF SPECIAL OLYMPIANS DURING A SUMMER OUTDOOR CAMP}},
Booktitle = {{PROCEEDINGS OF THE 11TH INTERNATIONAL CONFERENCE ON KINANTHROPOLOGY:
   SPORT AND QUALITY OF LIFE (ICK 2017)}},
Year = {{2017}},
Pages = {{538-549}},
Note = {{11th International Conference on Kinanthropology - Sport and Quality of
   Life, Brno, CZECH REPUBLIC, NOV 29-DEC 01, 2017}},
Organization = {{Masaryk Univ, Fac Sports Studies; Univ Zagreb, Fac Kinesiol; Minist
   Educ, Youth \& Sport Cezch Republ; Univ Masarykiana Brunensis, Fac Artis
   Gymnasticae Sportivae}},
Abstract = {{The goals of the Special Olympics Healthy Athletes program is to assess
   the level of physical activities of individuals with mental disability.
   Studies indicate that people with a mental disability are less engaged
   in physical activity than their peers. The published data was mainly
   collected from oral feedback. The objective of this study was to assess
   physical loading of persons with intellectual disability, really to
   assess the physical activity of Special Olympians during 6 days summer
   outdoor camp using an accelerometer and to analyze their level of
   physical activity in relation to gender and age cohort of the camp
   participants. Forty-seven participants (21 males, 26 females) at the age
   from 14 to 52 wore a GT3X ActiGraph to record their physical activity
   levels for 6 days during the outdoor camp approx. from 7 a.m. to 10 p.m.
   Their activity was recorded every day by trained volunteers (camp
   leaders). The content of activities was based on the principle of Eunice
   Kennedy Shriver camp and consisted from walking, hiking, easy team
   outdoor plays, table tennis, cycling. Participants realized the
   exercises in co-educated groups (males and females together) with
   respect to their age, physical and intellectual capacity. The physical
   activity levels of participants were higher than published guidelines.
   Average items: males 4,943 steps per day, 33.6 min of moderate
   activity/day; females 3,727 steps per day, 27.1 min of moderate
   activity/day. Our sample was 1.7 times more active than an ordinary
   population. These findings disagree with the previous published results
   even if we respect that they were assessed during an outdoor physical
   activity camp. In spite of the fact the guided program was similar for
   both genders: the males were more active than females, which is relevant
   with findings in the general population. The analyses of the
   achievements of the age cohort older than 35 years showed the daily
   results: 13 males -4.056 steps and 39.1 min of moderate activity; 13
   females -2.881 steps and 16.5 min of moderate activity. Regarding the
   level of physical activity we can conclude the persons with mental
   disability (Special Olympians) can realize a higher level of physical
   activities under a guided program. The local Special Olympics
   initiatives are beneficial for people with mental disability. The
   project should be repeated with the same participants during their
   regular week and in relations to their BMI, fitness variables, etc.}},
Publisher = {{MASARYKOVA UNIV}},
Address = {{ZEROTINOVO NAM 617-9, BRNO 601 77, CZECH REPUBLIC}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Valkova, H (Reprint Author), Masaryk Univ Brno, Fac Sport Studies, Brno, Czech Republic.
   Valkova, Hana; Kralikova, Jitka, Masaryk Univ Brno, Fac Sport Studies, Brno, Czech Republic.
   Dygryn, Jan, Palacky Univ Olomouc, Fac Phys Culture, Olomouc, Czech Republic.}},
ISBN = {{978-80-210-8917-4}},
Keywords = {{Intellectual Disability; Eunice Kennedy-Shriver Camp; Steps; ActiGraph}},
Keywords-Plus = {{INTELLECTUAL DISABILITY; MENTAL-RETARDATION; DOWN-SYNDROME;
   RISK-FACTORS; ADULTS; HEALTH; INDIVIDUALS; PREVALENCE; STEPS/DAY;
   CHILDREN}},
Research-Areas = {{Sport Sciences}},
Web-of-Science-Categories  = {{Sport Sciences}},
Funding-Acknowledgement = {{SOI Healthy Community {[}Y1 16-600-14]; Faculty of Sport Studies {[}51
   3304]}},
Funding-Text = {{The project and the article were supported with the SOI Healthy
   Community grant No Y1 16-600-14 (Golisano foundation) and the Faculty of
   Sport Studies No 51 3304.}},
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Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BM6PP}},
Unique-ID = {{ISI:000467203700054}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000455714700005,
Author = {Suria, Raquel and Rosser, Ana and Villegas, Esther},
Editor = {{Bringas, C and Novo, M}},
Title = {{DISABILITY STUDENTS, A MODULATOR FACTOR OF EMPOWERMENT}},
Booktitle = {{PSICOLOGIA JURIDICA: CONOCIMIENTO Y PRACTICA}},
Series = {{Coleccion Psicologia y Ley}},
Year = {{2017}},
Volume = {{14}},
Pages = {{73-83}},
Note = {{10th International Congress of Legal and Forensic Psychology, Seville,
   SPAIN, MAY 25-27, 2017}},
Abstract = {{Backgrounds: In the last years, the concept of empowerment has gained
   attention in psychosocial integration of disability people. It means to
   have numerous abilities that help the people to face the adversities.
   Aims: The goals of this work are to analyze the empowerment of a group
   of students depending on they have disability or not, just like their
   learned season (high school or university).
   Method: 2009 universitary students (1819 without disability and 190 with
   disability) have participated. A questionnaire about empowerment
   designed by Rogers, Chamberlin, Ellison y Crean (1997) was used. It was
   translated to Spanish. Questionnaire is composed by 28 items with likert
   answer of 4 points (0= any accord, 3= completely according).
   Results: The results indicate that the level of empowerment is less in
   students with disability. In addition, high school students have a less
   empowerment level that universitary students.
   Discussion: Results reflect the influence of disability in the
   empowerment develop. But, education has a decisive role in the develop
   of this potentiality. Promoting this construct through education
   programs would help a best preparation of students with disability for
   its incorporation to the labor world.}},
Publisher = {{SOC ESPANOLA PSICOLOGIA JURIDICA FORENSE}},
Address = {{FAC PSICOLOGIA, CAMPUS UNIV, S-N, SANTIAGO DE COMPOSTELA, 15782, SPAIN}},
Type = {{Proceedings Paper}},
Language = {{Spanish}},
Affiliation = {{Suria, R (Reprint Author), Univ Alicante, Dept Comunicac \& Psicol Social, Alicante, Spain.
   Suria, Raquel; Rosser, Ana, Univ Alicante, Dept Comunicac \& Psicol Social, Alicante, Spain.
   Villegas, Esther, Univ Alicante, Dept Trabajo Social \& Serv Sociales, Alicante, Spain.}},
ISBN = {{978-84-8408-326-9}},
Keywords = {{students; disability; empowerment; intervention programs}},
Research-Areas = {{Psychology; Government \& Law}},
Web-of-Science-Categories  = {{Psychology, Applied; Law}},
Author-Email = {{raquel.suria@ua.es}},
Cited-References = {{Bejerholm U, 2011, INT J SOC PSYCHIATR, V57, P588, DOI 10.1177/0020764010376606.
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   Zimmeman MA, 2000, HDB COMMUNITY PSYCHO, P43, DOI DOI 10.1007/978-1-4615-4193-6\_2.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BL7WR}},
Unique-ID = {{ISI:000455714700005}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000455677000042,
Author = {Oppegaard, Brett and Conway, Thomas and Conway, Megan},
Book-Group-Author = {{ACM}},
Title = {{To Bracket or Not Bracket: Experiments in Gamification in the Wilds of
   Technical Communication}},
Booktitle = {{SIGDOC'17: PROCEEDINGS OF THE 35TH ACM INTERNATIONAL CONFERENCE ON THE
   DESIGN OF COMMUNICATION}},
Year = {{2017}},
Note = {{35th Annual ACM International Conference on the Design of Communication,
   Halifax, CANADA, AUG 11-13, 2017}},
Organization = {{ACM; ACM Special Interest Grp Design Commun; Microsoft Res; Arizona
   State Univ, Coll Integrat Sci \& Arts; Madcap Software; Dalhouse Univ,
   Fac Management, Rowe Sch Business; Adobe; Univ California, Univ Writing
   Program; IXIASOFT; UA Little Rock; UNT, Coll Liberal Arts \& Social Sci,
   Dept Tech Commun}},
Abstract = {{``Gamification{''} research has evolved and grown dramatically in recent
   years, gaining popularity across disciplines. While such efforts have
   generated headway in many respects, and in various directions, from
   conceptual understandings to user studies, the field could benefit from
   more work focused upon use in research methodologies at the nexus of
   practice and theory. This paper, in turn, reflects upon such an
   experiment aimed at the design and application of gamification
   techniques within a typical technicalcommunication context. In this
   case, subject matter experts within the National Park Service were being
   asked to improve accessibility of their site brochures by audio
   describing them. During this training, they were given an overview of
   audio description, as a process, as well as introduced to a prototype
   web tool and then asked to use that tool to create the description for
   their site brochure. Unlike previous training exercises with other parks
   in this project, though, this group also was organized by sites into a
   tournament bracket, in which pairs of parks competed against each other
   in exercises designed to create comparable audio description. The winner
   of each round, as determined by an independent panel of judges, advanced
   to the next round, spurred by the promise of fun Hawaiian-themed prizes
   at the end. This gamification strategy appeared to generate more data,
   and more research-focused data, than the previous training exercises we
   have offered, per user. It also apparently engaged many, in various
   evident ways. But it also seemed to disenfranchise some as well, who
   dropped out of this voluntary training, creating a mix of results, which
   will be outlined in this paper.}},
Publisher = {{ASSOC COMPUTING MACHINERY}},
Address = {{1515 BROADWAY, NEW YORK, NY 10036-9998 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Oppegaard, B (Reprint Author), Univ Hawaii Manoa, 2550 Campus Rd, Honolulu, HI 96822 USA.
   Oppegaard, Brett, Univ Hawaii Manoa, 2550 Campus Rd, Honolulu, HI 96822 USA.
   Conway, Thomas; Conway, Megan, Univ Hawaii Manoa, 1776 Univ Ave, Honolulu, HI 96822 USA.}},
DOI = {{10.1145/3121113.3121228}},
ISBN = {{978-1-4503-5160-7}},
Keywords = {{Gamification; audio description; accessibility; information design;
   cross-modal translation; National Park Service; disability studies}},
Research-Areas = {{Computer Science; Engineering; Telecommunications}},
Web-of-Science-Categories  = {{Computer Science, Theory \& Methods; Engineering, Electrical \&
   Electronic; Telecommunications}},
Author-Email = {{brett.oppegaard@hawaii.edu
   tconway@hawaii.edu
   mconway@hawaii.edu}},
Cited-References = {{Bogost Ian, 2016, PLAY ANYTHING PLEASU.
   Deterding S., 2013, CHI 13 HUM FACT COMP.
   Deterding S., 2014, RETHINKING GAMIFICAT, P305.
   deWinter J, 2016, TECH COMMUN Q, V25, P151, DOI 10.1080/10572252.2016.1183411.
   Huizinga Johan, 1955, HOMOLUDENS STUDY PLA.
   McGonigal J., 2011, REALITY IS BROKEN WH.
   Nacke LE, 2017, COMPUT HUM BEHAV, V71, P450, DOI 10.1016/j.chb.2016.11.062.
   Rauch M, 2013, INT C HUM COMP INT L.
   Walz S. P., 2015, GAMEFUL WORLD APPROA.}},
Number-of-Cited-References = {{9}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BL7WC}},
Unique-ID = {{ISI:000455677000042}},
DA = {{2020-03-18}},
}

@article{ ISI:000388494400005,
Author = {Vermeer, Julianne and Rice, Danielle and McIntyre, Amanda and Viana,
   Ricardo and Macaluso, Steven and Teasell, Robert},
Title = {{Correlates of depressive symptoms in individuals attending outpatient
   stroke clinics}},
Journal = {{DISABILITY AND REHABILITATION}},
Year = {{2017}},
Volume = {{39}},
Number = {{1}},
Pages = {{43-49}},
Abstract = {{Background and purpose Depressive symptoms are common post-stroke. We
   examined stroke deficits and lifestyle factors that are independent
   predictors for depressive symptomology. Methods A retrospective chart
   review was performed for patients' post-stroke who attended outpatient
   clinics at a hospital in Southwestern Ontario between 1 January 2014 and
   30 September 2014. Demographic variables, stroke deficits, secondary
   stroke risk factors and disability study measures {[}Patient Health
   Questionnaire-9 (PHQ-9) and Montreal Cognitive Assessment (MoCA)] were
   analyzed. Results Of the 221 outpatients who attended the stroke clinics
   (53\% male; mean age=65.2 +/- 14.9 years; mean time post-stroke 14.6 +/-
   20.1 months), 202 patients were used in the final analysis. About 36\%
   of patients (mean=5.17 +/- 5.96) reported mild to severe depressive
   symptoms (PHQ-9 >= 5). Cognitive impairment (CI), smoking, pain and
   therapy enrollment (p<0.01) were significantly associated with
   depressive symptoms. Patients reporting CI were 4 times more likely to
   score highly on the PHQ-9 than those who did not report CI (OR=4.72).
   While controlling for age, MoCA scores negatively related to depressive
   symptoms with higher PHQ-9 scores associated with lower MoCA scores
   (r=-0.39, p<0.005). Conclusions High levels of depressive symptoms are
   common in the chronic phase post-stroke and were partially related to
   cognition, pain, therapy enrollment and lifestyle factors.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vermeer, J (Reprint Author), Parkwood Inst, Hlth Res Inst, Aging Rehabil \& Geriatr Care, Rm B3025,550 Wellington Rd, London, ON N6C 0A7, Canada.
   Vermeer, Julianne; Rice, Danielle; McIntyre, Amanda; Viana, Ricardo; Macaluso, Steven; Teasell, Robert, Parkwood Inst, Lawson Hlth Res Inst, London, ON, Canada.
   Viana, Ricardo; Macaluso, Steven; Teasell, Robert, Parkwood Inst, St Josephs Hlth Care, London, ON, Canada.
   Teasell, Robert, Univ Western Ontario, Schulich Sch Med \& Dent, London, ON, Canada.}},
DOI = {{10.3109/09638288.2016.1140837}},
ISSN = {{0963-8288}},
EISSN = {{1464-5165}},
Keywords = {{Depression; outpatient; rehabilitation; stroke}},
Keywords-Plus = {{POSTSTROKE DEPRESSION; NATURAL-HISTORY; PREDICTORS; REHABILITATION;
   ANXIETY; PAIN; ASSOCIATIONS; IMPAIRMENT; PREVALENCE; MORTALITY}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{julianne.vermeer@sjhc.london.on.ca}},
ResearcherID-Numbers = {{Viana, Ricardo/P-6465-2019}},
Funding-Acknowledgement = {{Allergan Inc.Allergan}},
Funding-Text = {{None declared. We would like to gratefully acknowledge Allergan Inc.,
   who provided an unrestricted educational grant, and the Department of
   Physical Medicine and Rehabilitation, Schulich School of Medicine and
   Dentistry, Western University.}},
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Number-of-Cited-References = {{41}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{20}},
Journal-ISO = {{Disabil. Rehabil.}},
Doc-Delivery-Number = {{EC9WG}},
Unique-ID = {{ISI:000388494400005}},
DA = {{2020-03-18}},
}

@article{ ISI:000408045700004,
Author = {Prohn, Seb M. and Kelley, Kelly R. and Westling, David L.},
Title = {{Studying abroad inclusively: Reflections by college students with and
   without intellectual disability}},
Journal = {{JOURNAL OF INTELLECTUAL DISABILITIES}},
Year = {{2016}},
Volume = {{20}},
Number = {{4}},
Pages = {{341-353}},
Month = {{DEC}},
Abstract = {{Postsecondary education programs have increased opportunities for
   students with and without intellectual disabilities to study abroad as
   inclusive classes. Using open-coding qualitative techniques, the authors
   examined an inclusive study abroad group's daily reflective journals
   during a study abroad trip to London and Dublin. Three shared categories
   emerged from analysis: personal development, bonding/social inclusion,
   and learning from English and Irish adults with intellectual
   disabilities. Each group reported two distinct categories as well.
   Students with intellectual disabilities described the importance of
   mobility/transportation and fun, while their classmates without
   intellectual disabilities described the importance of inclusive learning
   and an increasing awareness of barriers to full participation for people
   with disabilities. Student-constructed categories are used to describe
   the benefits of inclusive study abroad and build future inclusive
   international opportunities.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Prohn, SM (Reprint Author), Virginia Commonwealth Univ, Rehabil Res \& Training Ctr, Ctr Transit Innovat, 1314 West Main St,POB 842011, Richmond, VA 23284 USA.
   Prohn, Seb M., Virginia Commonwealth Univ, Richmond, VA USA.
   Kelley, Kelly R.; Westling, David L., Western Carolina Univ, Cullowhee, NC 28723 USA.}},
DOI = {{10.1177/1744629515617050}},
ISSN = {{1744-6295}},
EISSN = {{1744-6309}},
Keywords = {{inclusion; intellectual disability; study abroad}},
Keywords-Plus = {{COMMUNITY; ATTITUDES; PEOPLE; ADULTS; TRAVEL}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{smprohn@vcu.edu}},
Funding-Acknowledgement = {{U.S. Department of EducationUS Department of Education {[}P407A100004]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This study
   was supported by a grant from the U.S. Department of Education
   (P407A100004).}},
Cited-References = {{Abbott S, 2006, J INTELLECT DISABILI, V10, P275, DOI 10.1177/1744629506067618.
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   Yau MKS, 2004, ANN TOURISM RES, V31, P946, DOI 10.1016/j.annals.2004.03.007.}},
Number-of-Cited-References = {{29}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{J. Intellect. Disabil.}},
Doc-Delivery-Number = {{FE2KR}},
Unique-ID = {{ISI:000408045700004}},
DA = {{2020-03-18}},
}

@article{ ISI:000403741700021,
Author = {Avalos, Etna},
Title = {{Libre Acceso. Latin American Literature and Film through Disability
   Studies}},
Journal = {{HISPANOFILA}},
Year = {{2016}},
Number = {{178}},
Pages = {{293-294}},
Month = {{DEC}},
Publisher = {{UNIV NORTH CAROLINA}},
Address = {{DEPT OF ROMANCE LANGUAGES, CHAPEL HILL, NC 27514 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Avalos, E (Reprint Author), Univ N Carolina, Chapel Hill, NC 27515 USA.
   Avalos, Etna, Univ N Carolina, Chapel Hill, NC 27515 USA.}},
ISSN = {{0018-2206}},
EISSN = {{2165-6185}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
Cited-References = {{SUSAN A, 2016, LIBRE ACCESO LATIN A.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Hispanofila}},
Doc-Delivery-Number = {{EY1QZ}},
Unique-ID = {{ISI:000403741700021}},
DA = {{2020-03-18}},
}

@article{ ISI:000395240500007,
Author = {Grond, Florian and Devos, Piet},
Title = {{Sonic boundary objects: negotiating disability, technology and
   simulation}},
Journal = {{DIGITAL CREATIVITY}},
Year = {{2016}},
Volume = {{27}},
Number = {{4}},
Pages = {{334-346}},
Month = {{DEC}},
Abstract = {{In this article, we present the concept of sonic boundary objects by
   discussing the case of binaural sound recordings as a tool, which helps
   to negotiate between blind and sighted experiences of an urban
   soundscape. We begin with developing the theoretical underpinning of the
   concept of a sonic boundary object by briefly elaborating on the
   relevance of the concept of the boundary object in the context of
   disability and technology; we then explain the special properties of
   binaural recordings and revisit the musicological concept of the sound
   object, whose relationship with technology partly inspired the work in
   this article. After introducing these concepts and related practices we
   proceed by proposing the term of a sonic boundary object. We discuss the
   relationship of the sonic boundary object with the concept of simulation
   in the context of disability studies and we then elaborate on its
   potential impact as a complementary practice to blind ethnography and to
   participatory design approaches. We will demonstrate its ethnographic
   potential with an account of the authors' experience using binaural
   recordings to exchange on what blind navigation is like in Montreal. The
   article concludes with a first-person reflection on this experience and
   possible fields of application.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Grond, F (Reprint Author), McGill Univ, CIRMMT, Montreal, PQ, Canada.
   Grond, F (Reprint Author), McGill Univ, IDMIL, Montreal, PQ, Canada.
   Grond, F (Reprint Author), Ctr Interdisciplinary Res Rehabil Greater Montrea, Montreal, PQ, Canada.
   Grond, Florian, McGill Univ, CIRMMT, Montreal, PQ, Canada.
   Grond, Florian, McGill Univ, IDMIL, Montreal, PQ, Canada.
   Grond, Florian, Ctr Interdisciplinary Res Rehabil Greater Montrea, Montreal, PQ, Canada.
   Devos, Piet, Concordia Univ, Ctr Sensory Studies, Montreal, PQ, Canada.}},
DOI = {{10.1080/14626268.2016.1250012}},
ISSN = {{1462-6268}},
EISSN = {{1744-3806}},
Keywords = {{Disability studies; urban soundscapes; assistive technology;
   participatory design; blind ethnography}},
Research-Areas = {{Art}},
Web-of-Science-Categories  = {{Art}},
Author-Email = {{floriangrond@gmail.com}},
Funding-Acknowledgement = {{CRIR; Fonds de Recherche du Quebec - Societe et Culture; Niels Stensen
   Fellowship}},
Funding-Text = {{Florian Grond is funded in part by CRIR and by a grant of the Fonds de
   Recherche du Quebec - Societe et Culture. Piet Devos' is funded by a
   Niels Stensen Fellowship.}},
Cited-References = {{Blomberg J., 1993, PARTICIPATORY DESIGN, P123.
   Dokumaci A, 2016, RECLAIMING PARTICIPA, P67.
   Dokumaci Arseli, 2016, SENSEABILITY MEDIALE, P257.
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   van Drie M, 2013, SENSES SOC, V8, P165, DOI 10.2752/174589313X13589681981019.}},
Number-of-Cited-References = {{18}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Digit. Creat.}},
Doc-Delivery-Number = {{EM3UQ}},
Unique-ID = {{ISI:000395240500007}},
DA = {{2020-03-18}},
}

@article{ ISI:000394603600015,
Author = {Smith, Susan},
Title = {{`Limbitless Solutions': the Prosthetic Arm, Iron Man and the Science
   Fiction of Technoscience}},
Journal = {{MEDICAL HUMANITIES}},
Year = {{2016}},
Volume = {{42}},
Number = {{4}},
Pages = {{259-264}},
Month = {{DEC}},
Abstract = {{Early last year, a non-profit organisation called `Limbitless Solutions'
   modelled a 3D printed prosthetic arm on a fighting suit that features in
   the popular superhero film series, Iron Man (2008-2013). In addition,
   `Limbitless Solutions' resourcefully deployed the fictional character
   and inventor of the Iron Man suit, weapons specialist and
   philanthropist, Tony Stark, played by Robert Downey Jr, in a
   celebrity/superhero endorsed promotional short film, showing `Tony', the
   `real Iron Man', gifting the futuristic military styled `gauntlet' to
   Alex, a 7-year-old boy with a partially developed right arm. Engaging
   with scholarly work on the science fiction of technoscience, prostheses
   and the posthuman, and disability and DIY assistive technology, I
   analyse `Limbitless Solutions' use of science fiction in a high-profile
   media event that problematically portrays an impaired child `in need' of
   `repair' and subsequently `fixed' by technology. Overall, the aim is to
   integrate science fiction tropes, such as the wounded hero, the fighting
   suit and prosthetic arm, with disability studies, to highlight the
   sustained challenges that emerging theories of disability and technology
   face as contemporary economic, political and ideological forces endorse
   and promote militarised images of cyborg assimilation over human
   variation and physical difference.}},
Publisher = {{BMJ PUBLISHING GROUP}},
Address = {{BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Smith, S (Reprint Author), 63 Church Rd, Leicester LE5 6FA, Leics, England.
   Smith, Susan, 63 Church Rd, Leicester LE5 6FA, Leics, England.}},
DOI = {{10.1136/medhum-2016-010963}},
ISSN = {{1468-215X}},
EISSN = {{1473-4265}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{sua.smith@ntlworld.com}},
Funding-Acknowledgement = {{AbbVieAbbott Laboratories {[}108100]}},
Funding-Text = {{AbbVie (108100).}},
Cited-References = {{Allan K., 2016, CATEGORIES DISABILIT.
   Allan K, 2013, DISABILITY IN SCIENCE FICTION: REPRESENTATIONS OF TECHNOLOGY AS CURE, P1.
   {[}Anonymous], 2015, DISRUPTIVE      0422.
   Buczynski B., 2013, INHABITAT       1226.
   Cameron C, 2008, DISABILITY STUDIES E, P14.
   Cascais AF, 2013, DISABILITY IN SCIENCE FICTION: REPRESENTATIONS OF TECHNOLOGY AS CURE, P61.
   Clarke AE, 2003, AM SOCIOL REV, V68, P161, DOI 10.2307/1519765.
   Cresswell J, 2008, NY TIMES.
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   Masters C., 2005, INT FEM J POLIT, V7, P114.
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   Upton B, 2014, HOLLYWOOD END COLD W, P77.
   Wile Rob, 2014, BUSINESS INSIDER.}},
Number-of-Cited-References = {{22}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Med. Humanit.}},
Doc-Delivery-Number = {{EL4PP}},
Unique-ID = {{ISI:000394603600015}},
DA = {{2020-03-18}},
}

@article{ ISI:000393033600005,
Author = {Burch, Susan},
Title = {{Disorderly Pasts: Kinship, Diagnoses, and Remembering in American
   Indian-US Histories}},
Journal = {{JOURNAL OF SOCIAL HISTORY}},
Year = {{2016}},
Volume = {{50}},
Number = {{2}},
Pages = {{362-385}},
Month = {{WIN}},
Abstract = {{``Disorderly Pasts{''} centers on life stories from South Dakota's
   Canton Asylum, a federal psychiatric hospital for American Indians.
   Between 1902 and 1933, the Asylum detained nearly four hundred
   Indigenous men, women, and children from more than fifty Native nations.
   Focusing especially on the experiences of Menominee people collectively
   stolen from their homes in Wisconsin to Canton in November 1917, this
   article exposes contested understandings of kin, diagnoses, and
   remembering. Complex relationships between the three concepts also
   emerge: medical diagnoses were used to undermine Indigenous kinship, and
   they complicate remembering. At the same time, remembering-recalling and
   repopulating the past-offers a way to challenge pathological diagnoses
   and affirm Native self-determination.
   Motivated by disorder, the desire to ``disrupt the systematic
   functioning or neat arrangement of{''} historical work, this project
   unsettles the projected objectivity and commonsense logic of U.S.
   medical diagnoses and institutionalization. It brings to light the
   violent entanglement of settler colonialism, racism, ableism, and
   patriarchy and their impact on Native sovereignty, Indigenous kinship,
   and remembering. Collaborating with relatives of those incarcerated at
   Canton, and drawing on decolonizing and disability studies
   methodologies, this work seeks to generate meaningful historical
   knowledge and new theoretical strategies and perspectives.}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Burch, S (Reprint Author), Middlebury Coll, Amer Studies Program, Axinn Ctr, Starr Lib 249, Middlebury, VT 05753 USA.
   Burch, Susan, Middlebury Coll, Amer Studies Program, Axinn Ctr, Starr Lib 249, Middlebury, VT 05753 USA.}},
DOI = {{10.1093/jsh/shw028}},
ISSN = {{0022-4529}},
EISSN = {{1527-1897}},
Keywords-Plus = {{COLONIALISM; SURVIVAL}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{sburch@middlebury.edu}},
Funding-Acknowledgement = {{National Endowment for the Humanities; National Archives Regional
   Residency Fellowship; Middlebury College}},
Funding-Text = {{I wish to express my deep gratitude to the many people who provided
   support and guidance on this work, including the relatives of people
   incarcerated at Canton Asylum. I especially thank Menominee elder Napos
   (David Turney, Sr.). Generous grants from the National Endowment for the
   Humanities, the National Archives Regional Residency Fellowship, and
   Middlebury College provided time and resources for research, engagement,
   and writing. Address correspondence to Susan Burch, American Studies
   Program, Axinn Center at Starr Library 249, Middlebury College,
   Middlebury, VT 05753. Email: sburch@middlebury.edu.}},
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   Young Steve, 2013, ARGUS LEADER    0514.}},
Number-of-Cited-References = {{111}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{J. Soc. Hist.}},
Doc-Delivery-Number = {{EJ2IO}},
Unique-ID = {{ISI:000393033600005}},
DA = {{2020-03-18}},
}

@article{ ISI:000393106300005,
Author = {Pinchevski, Amit and Peters, John Durham},
Title = {{Autism and new media: Disability between technology and society}},
Journal = {{NEW MEDIA \& SOCIETY}},
Year = {{2016}},
Volume = {{18}},
Number = {{11}},
Pages = {{2507-2523}},
Month = {{DEC}},
Abstract = {{This article explores the elective affinities between autism and new
   media. Autistic spectrum disorder (ASD) provides a uniquely apt case for
   considering the conceptual link between mental disability and media
   technology. Tracing the history of the disorder through its various
   media connections and connotations, we propose a narrative of the
   transition from impaired sociability in person to fluent social media by
   network. New media introduce new affordances for people with ASD: The
   Internet provides habitat free of the burdens of face-to-face
   encounters, high-tech industry fares well with the purported special
   abilities of those with Asperger's syndrome, and digital technology
   offers a rich metaphorical depository for the condition as a whole.
   Running throughout is a gender bias that brings communication and
   technology into the fray of biology versus culture. Autism invites us to
   rethink our assumptions about communication in the digital age,
   accounting for both the pains and possibilities it entails.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pinchevski, A (Reprint Author), Hebrew Univ Jerusalem, Dept Commun \& Journalism, IL-91905 Jerusalem, Israel.
   Pinchevski, Amit, Hebrew Univ Jerusalem, Dept Commun \& Journalism, IL-91905 Jerusalem, Israel.
   Peters, John Durham, Univ Iowa, Dept Commun Studies, Iowa City, IA 52242 USA.}},
DOI = {{10.1177/1461444815594441}},
ISSN = {{1461-4448}},
EISSN = {{1461-7315}},
Keywords = {{Asperger's syndrome; autism (ASD); computer-mediated communication;
   disability studies; gender and technology; interaction and technology;
   new media}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{amitpi@mscc.huji.ac.il}},
Cited-References = {{{[}Anonymous], 1960, TIME MAGAZINE, P78.
   Armstrong Thomas, 2010, NEURODIVERSITY DISCO.
   Assange J, 2011, ASSANGE UNAUTHORIZED.
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Number-of-Cited-References = {{56}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{4}},
Usage-Count-Since-2013 = {{31}},
Journal-ISO = {{New Media Soc.}},
Doc-Delivery-Number = {{EJ3IR}},
Unique-ID = {{ISI:000393106300005}},
DA = {{2020-03-18}},
}

@article{ ISI:000390633800001,
Author = {McGrath, Colleen and Rudman, Debbie Laliberte and Polgar, Jan and
   Spafford, Marlee M. and Trentham, Barry},
Title = {{Negotiating `positive' aging in the presence of age-related vision loss
   (ARVL): The shaping and perpetuation of disability}},
Journal = {{JOURNAL OF AGING STUDIES}},
Year = {{2016}},
Volume = {{39}},
Pages = {{1-10}},
Month = {{DEC}},
Abstract = {{Introduction: While previous research has explored the meaning of
   positive aging discourses from the perspective of older adults, the
   perspective of older adults aging with a disability has not been
   studied. In fact the intersection of aging and disability has been
   largely underexplored in both social gerontology and disability studies.
   Method: This critical ethnography engaged ten older adults aging with
   vision loss in narrative interviews, participant observation sessions,
   and semi-structured in-depth interviews. The overarching objective was
   to understand those attributes that older adults with age-related vision
   loss perceive as being the markers of a `good old age.' The authors
   critically examined how these markers, and their disabling effects, are
   situated in ageist and disablist social assumptions regarding what it
   means to `age well'.
   Results: The participants' descriptions of the markers of a `good old
   age' were organized into five main themes: 1) maintaining independence
   while negotiating help; 2) responding positively to vision loss; 3)
   remaining active while managing risk; 4) managing expectations to be
   compliant, complicit, and cooperative and; 5) striving to maintain
   efficiency.
   Conclusion: The study findings have provided helpful{''}insights into
   how the ideas and assumptions that operate in relation to disability and
   impairment in late life are re-produced among older adults with
   age-related vision loss and how older adults take on an identity that is
   consistent with socially embedded norms regarding what it means to `age
   well'. (C) 2016 Elsevier Inc. All rights reserved.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{McGrath, C (Reprint Author), Univ Western Ontario, Sch Occupat Therapy, Elborn Coll, London, ON N6G 1H1, Canada.
   McGrath, Colleen; Rudman, Debbie Laliberte; Polgar, Jan, Univ Western Ontario, Sch Occupat Therapy, Elborn Coll, London, ON N6G 1H1, Canada.
   Spafford, Marlee M., Univ Waterloo, Optometry \& Vis Sci, 200 Univ Ave West, Waterloo, ON N2L 3G1, Canada.
   Trentham, Barry, Univ Toronto, Dept Occupat Sci \& Occupat Therapy, 160-500 Univ Ave, Toronto, ON M5G 1V7, Canada.}},
DOI = {{10.1016/j.jaging.2016.08.002}},
ISSN = {{0890-4065}},
EISSN = {{1879-193X}},
Keywords = {{Older adults; Age-related vision loss; Disability; Positive aging;
   Critical ethnography}},
Keywords-Plus = {{SEVERE VISUAL IMPAIRMENT; OLDER-ADULTS; CIVIC ENGAGEMENT; NURSING-HOME;
   LATER LIFE; RISK; EXPERIENCES; PEOPLE; REFLECTIONS; HEARING}},
Research-Areas = {{Geriatrics \& Gerontology}},
Web-of-Science-Categories  = {{Gerontology}},
Author-Email = {{mcgrathc@ontarioshores.ca
   drudrnan@uwo.ca
   jpolgar@uwo.ca
   marlee.spafford@uwaterloo.ca
   b.trentham@utoronto.ca}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council {[}752-2013-2249]}},
Funding-Text = {{This work was supported by the Social Sciences and Humanities Research
   Council (752-2013-2249).}},
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Number-of-Cited-References = {{78}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{J. Aging Stud.}},
Doc-Delivery-Number = {{EF9EP}},
Unique-ID = {{ISI:000390633800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000389433100034,
Author = {Orlemanski, Julie},
Title = {{Literary genre, medieval studies, and the prosthesis of disability}},
Journal = {{TEXTUAL PRACTICE}},
Year = {{2016}},
Volume = {{30}},
Number = {{7, SI}},
Pages = {{1253-1272}},
Month = {{DEC}},
Abstract = {{Because `disability' is a concept anachronistic to the Middle Ages, the
   subfield of medieval disability studies calls for complex negotiations
   of temporality and historicist interpretation. This essay regards
   medieval disability as a historicist `prosthesis' and seeks to clarify
   what new capacities, altered interpretations, and critical insights it
   yields. What happens, I ask, when disability's untimely prosthesis does
   not fit? The prominent medieval genre of the exemplum, or brief
   illustrative tale, provides my case study. Full of stereotyped and
   instrumental representations of impairment, exemplary stories seem to
   jar against the values of disability studies - but is their significance
   only negative? I argue that studying disability in medieval literature
   calls for reading with tendentious solidarity, I and show what this
   might look like by interpreting one of the tales of the Gesta Romanorum.
   Ultimately I claim that wilful and prostheticised reading practices are
   not deviant from the history of textual meaning, but central to it.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Orlemanski, J (Reprint Author), Univ Chicago, Dept English Language \& Literature, Chicago, IL 60637 USA.
   Orlemanski, Julie, Univ Chicago, Dept English Language \& Literature, Chicago, IL 60637 USA.}},
DOI = {{10.1080/0950236X.2016.1229907}},
ISSN = {{0950-236X}},
EISSN = {{1470-1308}},
Keywords = {{Exemplum; genre; Gesta Romanorum; Thomas Hoccleve; anachronism;
   historicism; disability; prosthesis; history of the body; ethics}},
Keywords-Plus = {{LEPROSY}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{julieorlemanski@uchicago.edu}},
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Number-of-Cited-References = {{39}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Textual Pract.}},
Doc-Delivery-Number = {{EE2RY}},
Unique-ID = {{ISI:000389433100034}},
DA = {{2020-03-18}},
}

@article{ ISI:000389433100035,
Author = {Godden, Richard H.},
Title = {{Prosthetic ecologies: vulnerable bodies and the dismodern subject in Sir
   Gawain and the Green Knight}},
Journal = {{TEXTUAL PRACTICE}},
Year = {{2016}},
Volume = {{30}},
Number = {{7, SI}},
Pages = {{1273-1290}},
Month = {{DEC}},
Abstract = {{This essay reads Sir Gawain and the Green Knight through the lens of
   Disability Studies. Specifically, it explores how the technologies of
   chivalry (a knight's armour, his shield, and even his reputation) serve
   as prostheses that aid in shaping and fashioning the chivalric subject.
   As prostheses, Gawain's objects simultaneously complete a body that is
   consistently exposed as vulnerable while also bringing attention to its
   incompleteness. Without these objects, however, there would be no figure
   named Gawain. This analysis of Gawain's chivalric accoutrement reveals
   him to be a dismodern subject, that is, as inhabiting a subject position
   marked by interdependency, where completion means existing in a network
   with other bodies, social and material. This essay also looks to the new
   materialism in order to understand how Gawain's objects can become
   things, exerting a thing-power that promises excess and uncanniness
   alongside completion and wholeness. By bringing together Disability
   Studies and the new materialism, we can move beyond binaries of
   whole/part, healthy/unhealthy, subject/object in order to consider how
   the self functions in a prosthetic ecology comprised of both the human
   and the nonhuman.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Godden, RH (Reprint Author), Loyola Univ, Dept English, New Orleans, LA 70118 USA.
   Godden, Richard H., Loyola Univ, Dept English, New Orleans, LA 70118 USA.}},
DOI = {{10.1080/0950236X.2016.1229910}},
ISSN = {{0950-236X}},
EISSN = {{1470-1308}},
Keywords = {{Sir Gawain and the Green Knight; mediaeval literature; prosthesis;
   disability; materialism; chivalry}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{rick.godden@gmail.com}},
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   Wills David, 1995, PROSTHESIS, P215.}},
Number-of-Cited-References = {{32}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Textual Pract.}},
Doc-Delivery-Number = {{EE2RY}},
Unique-ID = {{ISI:000389433100035}},
DA = {{2020-03-18}},
}

@article{ ISI:000389433100036,
Author = {Hobgood, Allison P.},
Title = {{Prosthetic encounter and queer intersubjectivity in The Merchant of
   Venice}},
Journal = {{TEXTUAL PRACTICE}},
Year = {{2016}},
Volume = {{30}},
Number = {{7, SI}},
Pages = {{1291-1308}},
Month = {{DEC}},
Abstract = {{This essay is about queer rings in Shakespeare's The Merchant of Venice.
   Troubling readings of the ring scenes in the play's critical history,
   this essay employs object-oriented theories to situate prosthetic matter
   within an inherently queer phenomenology. It explores the ways that
   prosthetic non-self matter cultivates transformative interchanges
   between people and even other things, and thus argues for prostheses as
   the basic material of intersubjective exchange and emotional encounter
   between bodies in the world. Merchant's rings showcase how
   (dis)orienting prosthetic materials extend and reshape the psychic
   landscapes and embodied experiences of those who come into contact with
   them. They are lively, familiar matter that, paradoxically, produces
   new, unfamiliar orientations. They expose the highly contingent social
   interfaces between `selves' and `others,' and also illuminate the queer
   potentiality of complex, precarious assemblages made possible through
   prostheses.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hobgood, AP (Reprint Author), Willamette Univ, Dept English, Salem, OR 97301 USA.
   Hobgood, AP (Reprint Author), Willamette Univ, Womens \& Gender Studies Program, Salem, OR 97301 USA.
   Hobgood, Allison P., Willamette Univ, Dept English, Salem, OR 97301 USA.
   Hobgood, Allison P., Willamette Univ, Womens \& Gender Studies Program, Salem, OR 97301 USA.}},
DOI = {{10.1080/0950236X.2016.1229911}},
ISSN = {{0950-236X}},
EISSN = {{1470-1308}},
Keywords = {{Prosthesis; queer phenomenology; critical disability studies; rings;
   intersubjectivity; assemblages}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{ahobgood@willamette.edu}},
Cited-References = {{Abrams Kathryn, 2011, COLUM J GENDER LAW, V21, P72.
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   Shildrick M, 2009, DANGEROUS DISCOURSES OF DISABILITY, SUBJECTIVITY AND SEXUALITY, P1, DOI 10.1057/9780230244641.
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   Wilson Thomas, 1553, ARTE RHETORIQUE, pZ4v.}},
Number-of-Cited-References = {{54}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Textual Pract.}},
Doc-Delivery-Number = {{EE2RY}},
Unique-ID = {{ISI:000389433100036}},
DA = {{2020-03-18}},
}

@article{ ISI:000389049400004,
Author = {Nikolajeva, Maria},
Title = {{Recent Trends in Children's Literature Research: Return to the Body}},
Journal = {{INTERNATIONAL RESEARCH IN CHILDRENS LITERATURE}},
Year = {{2016}},
Volume = {{9}},
Number = {{2}},
Pages = {{132-145}},
Month = {{DEC}},
Abstract = {{Twenty-first-century children's literature research has witnessed a
   material turn in strong response to the 1990s perception of childhood
   and the fictional child as social constructions. Cultural theories have
   generated fruitful approaches to children's fiction through the lenses
   of gender, class, race and sexual orientation, and psychoanalytically
   oriented theories have explored ways of representing childhood as a
   projection of (adult) interiority, but the physical existence of
   children as represented in their fictional worlds has been obscured by
   constructed social and psychological hierarchies. Recent directions in
   literary studies, such as ecocriticism, posthumanism, disability studies
   and cognitive criticism, are refocusing scholarly attention on the
   physicality of children's bodies and the environment. This trend does
   not signal a return to essentialism but reflects the complexity,
   plurality and ambiguity of our understanding of childhood and its
   representation in fiction for young audiences. This article examines
   some current trends in international children's literature research with
   a particular focus on materiality.}},
Publisher = {{EDINBURGH UNIV PRESS}},
Address = {{THE TUN-HOLYROOD RD, 12 2F JACKSONS ENTRY, EDINBURGH EH8 8PJ, SCOTLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Nikolajeva, M (Reprint Author), Univ Cambridge, Childrens Literature, Cambridge CB2 1TN, England.
   Nikolajeva, Maria, Univ Cambridge, Childrens Literature, Cambridge CB2 1TN, England.}},
DOI = {{10.3366/ircl.2016.0198}},
ISSN = {{1755-6198}},
EISSN = {{1755-6201}},
Keywords = {{alterity theories; animal studies; cognitive criticism; cultural theory;
   disability studies; ecocriticism; material turn; posthumanism}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{Adamson Andrew, 2001, SHREK.
   Allan K, 2013, DISABILITY IN SCIENCE FICTION: REPRESENTATIONS OF TECHNOLOGY AS CURE, P1.
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   Aveling Helen, 2009, UNSEEN CHILDHOODS DI.
   Baum L. F, 1900, WONDERFUL WIZARD OZ.
   Beauvais Clementine, 2015, MIGHTY CHILD TIME PO.
   Bekoff Marc, 2012, NEW SCI.
   Berger J., 2009, WHY LOOK AT ANIMALS.
   Blackman Malorie, 2000, PIG HEART BOY.
   Blackmore S., 2005, CONSCIOUSNESS VERY S.
   Blount Margaret, 1974, ANIMAL LAND CREATURE.
   Boyd B, 2010, ORIGIN STORIES EVOLU.
   Burgess Melvin, 2002, LADY MY LIFE BITCH.
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   Carroll Jane Suzanne, 2012, LANDSCAPE CHILDRENS.
   Chen NWN, 2015, CHILD LIT EDUC, V46, P278, DOI 10.1007/s10583-014-9234-y.
   CLARK BL, 2003, {[}No title captured].
   Collodi Carlo, 1996, ADVENTURES PINOCCHIO.
   Coolidge Susan, 1997, WHAT KATY DID.
   Coslett Tess, 2006, TALKING ANIMALS BRIT.
   Crago Hugh, 2014, ENTRANCED STORY BRAI.
   Curry Alice, 2013, ENV CRISIS YOUNG ADU.
   Damasio A. R., 2006, DESCARTES ERROR EMOT.
   De Brunhoff J., 1933, STORY BABAR LITTLE E.
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   Forster E. M., 2005, ASPECTS NOVEL.
   Foster J. K, 2009, MEMORY VERY SHORT IN.
   Gavin AE, 2012, CHILD IN BRITISH LITERATURE: LITERARY CONSTRUCTIONS OF CHILDHOOD, MEDIEVAL TO CONTEMPORARY, P1, DOI 10.1057/9780230361867.
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   Green J, 2012, FAULT OUR STARS.
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   Hall Alice, 2015, LIT DISABILITY.
   Harari NY, 2011, SAPIENS BRIEF HIST H.
   Hardinge Frances, 2015, THE LIE TREE.
   Hoban Russell, 1967, MOUSE HIS CHILD.
   Hollindale Peter., 1998, IDEOLOGY CHILDRENS B.
   Horne JC, 2011, ASHG STUD CHILD, P1.
   Jaques Zoe, 2015, CHILDRENS LIT POSTHU.
   Jones K, 2006, LION UNICORN, V30, P287, DOI 10.1353/uni.2006.0033.
   Keen S., 2007, EMPATHY NOVEL.
   Keith Lois, 2001, TAKE THY BED WALK DE.
   Kummerling-Meibauer B, 2012, ASHG STUD CHILD, P127.
   Kuznets Lois Rostow, 1994, TOYS COME ALIVE NARR.
   LEGUIN UK, 1990, TEHANU.
   Lesnik-Oberstein Karin, 1990, CHILDRENS LIT CRITIC.
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   Mancuso S, 2015, BRILLIANT GREEN SURP.
   McGilchrist Iain, 2008, MASTER HIS EMISSARY.
   Meyer S, 2007, TWILIGHT.
   Mills Claudia, 2016, ETHICS CHILDRENS LIT.
   Nikolajeva M, 2010, CHILD LIT CULT, P1.
   Nikolajeva Maria, 2014, READING LEARNING COG.
   Nodelman Perry, 2008, HIDDEN ADULT DEFININ.
   Oziewicz M. C., 2015, JUSTICE YOUNG ADULT.
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   Potter Beatrix, 1902, TALE PETER RABBIT.
   Pullman P., 1995, NO LIGHTS.
   Pullman Philip, 1997, THE SUBTLE KNIFE.
   Reid Alan, 2011, EXPERIENCING ENV PLA.
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   Sainsbury L, 2013, ETHICS BRIT CHILDREN.
   Schacter D.L., 1997, SEARCHING MEMORY BRA.
   SCHWARCZ HJ, 1967, LIBR QUART, V37, P78.
   Scott Carole, 1992, LION UNICORN, V16, P192.
   Sedgwick Marcus, 2013, SHE IS NOT INVISIBLE.
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   Shakeshaft Richard, 2015, MODERN CHILDRENS LIT, P324.
   Spyri Johanna, 1995, HEIDI.
   Stephens J, 1992, LANGUAGE IDEOLOGY CH.
   Stephens John, 2011, CONT CHILDRENS LIT F, P12.
   Stockwell Peter, 2002, COGNITIVE POETICS IN.
   Tan S., 2000, THE LOST THING.
   Trites Roberta Seelinger, 2014, LITERARY CONCEPTUALI.
   Vaclavik Kiera, 2014, BOOK TRANSFORMING CH, P62.
   Vermeule Blakey, 2010, WHY DO WE CARE LIT C.
   Waller Alison, 2011, CONSTRUCTING ADOLESC.
   White E. B., 1999, CHARLOTTES WEB.
   Williams Bianco Marjorie, 2007, VELVETEEN RABBIT TOY.
   ZORNADO JL, 2001, INVENTING CHILD CULT.}},
Number-of-Cited-References = {{87}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{6}},
Usage-Count-Since-2013 = {{25}},
Journal-ISO = {{Int. Res. Child. Lit.}},
Doc-Delivery-Number = {{ED7MJ}},
Unique-ID = {{ISI:000389049400004}},
DA = {{2020-03-18}},
}

@article{ ISI:000392381500005,
Author = {Mitchell, David T. and Snyder, Sharon L.},
Title = {{The Matter of Disability}},
Journal = {{JOURNAL OF BIOETHICAL INQUIRY}},
Year = {{2016}},
Volume = {{13}},
Number = {{4}},
Pages = {{487-492}},
Month = {{DEC}},
Abstract = {{By ruling out questions of impairment from the social critique of
   disability, Disability Studies (DS) analyses establish a limit point in
   the field. Of course the setting of ``limits{''} enables possibilities
   in multiple directions as well as fortifies boundaries of refusal. For
   instance, impairment (the biological conditions of an organism's
   inefficient attachment to the world) becomes in DS simultaneously a
   productive refusal to interpret disabled bodies as inferior to
   non-disabled bodies (i.e. pathologized) and a bar to thinking through
   more active engagements with disability as materiality. Disability
   materiality such as conditions produced by ecological toxicities serve
   as active switch-points for creative corporeal navigations of the
   interaction between bodies and environments.
   In fact in this paper we want to propose a more ``lively{''} definition
   of disability materiality to existing definitions of impairment as
   limiting expressions of non-normative bodies. We have no useful ways of
   explaining disability as adaptation and it's time we begin the process
   of theorizing more active ideas of materiality that extend existing
   ideas of disability beyond simplistic conceptions of socially rejected
   biologies made available by social constructivist thought.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mitchell, DT (Reprint Author), George Washington Univ, Dept English, 801 22nd St NW,Rome Hall,Off 751, Washington, DC 20052 USA.
   Mitchell, David T., George Washington Univ, Dept English, 801 22nd St NW,Rome Hall,Off 751, Washington, DC 20052 USA.
   Snyder, Sharon L., George Washington Univ, Womens Studies Dept, Washington, DC USA.}},
DOI = {{10.1007/s11673-016-9740-2}},
ISSN = {{1176-7529}},
EISSN = {{1872-4353}},
Keywords = {{Biopolitics; Disability studies; New materialism; Non-normative
   embodiment; Crip/queer bodies; Agential matter}},
Research-Areas = {{Social Sciences - Other Topics; Medical Ethics; Social Issues;
   Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Ethics; Medical Ethics; Social Issues; Social Sciences, Biomedical}},
Author-Email = {{dtmitchel@gwu.edu}},
Cited-References = {{Alaimo Stacy, 2010, BODILY NATURES SCI E.
   Bennett A, 2007, DISABILITY STUDIES Q, V27.
   Berlant L, 2007, CRIT INQUIRY, V33, P754, DOI 10.1086/521568.
   Chen Mel Y., 2012, ANIMACIES BIOPOLITIC.
   Coole D., 2010, NEW MAT ONTOLOGY AGE.
   Deleuze G., 1987, 1000 PLATEAUS CAPITA.
   dePackh S., 2013, PITTSBURGH GAZE 0407.
   Erevelles N., 2014, DISABILITY INCARCERA, P81, DOI DOI 10.1057/9781137388476.
   FLOYD K, 2009, REIFICATION DESIRE T.
   Foucault M., 2003, BIRTH CLIN ARCHAEOLO.
   Haraway Donna, 1990, PRIMATE VISIONS GEND.
   Kafer Alison, 2013, FEMINIST QUEER CRIP.
   Koshy S, 2001, BOUNDARY TWO, V28, P153, DOI 10.1215/01903659-28-1-153.
   Mbembe A, 2003, PUBLIC CULTURE, V15, P11, DOI 10.1215/08992363-15-1-11.
   Mitchell DT, 2015, CORPOREALITIES DISCO.
   Patient, 2015, OES ATR.
   Puar Jasbir, 2007, TERRORIST ASSEMBLAGE.
   Puar Jasbir K., 2009, WOMEN PERFORMANCE A, V19, P161, DOI DOI 10.1080/07407700903034147.}},
Number-of-Cited-References = {{18}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{J. Bioethical Inq.}},
Doc-Delivery-Number = {{EI3HT}},
Unique-ID = {{ISI:000392381500005}},
DA = {{2020-03-18}},
}

@article{ ISI:000392381500006,
Author = {Cvetkovich, A. and Wilkerson, A.},
Title = {{Disability and Depression}},
Journal = {{JOURNAL OF BIOETHICAL INQUIRY}},
Year = {{2016}},
Volume = {{13}},
Number = {{4}},
Pages = {{497-503}},
Month = {{DEC}},
Abstract = {{Here, Ann Cvetkovich, interviewed by Abby Wilkerson, brings Cvetkovich's
   influential cultural studies analysis of depression explicitly into
   conversation with disability studies. Cvetkovich understands ``feeling
   bad{''} (a term she prefers to ``depression{''}) as a defining affective
   state under neoliberalism. Drawing on a distinctive historical/cultural
   archive, she challenges the atomism of the neoliberal medical model that
   frames depression and affective distress more generally as the result of
   faulty brain chemistry-individual organisms gone awry. Instead, she
   traces these common experiences to sociopolitical phenomena ranging from
   current neoliberal demands for productivity as exemplified in university
   life, to histories of colonization, slavery, and displacement. The
   conversation considers the value of disability frameworks for
   understanding mental health diagnoses and the intersections of social
   institutions, bodily practices, and everyday affective life.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cvetkovich, A (Reprint Author), Univ Texas Austin, Dept English, 204 W 21st St B5000, Austin, TX 78712 USA.
   Cvetkovich, A., Univ Texas Austin, Dept English, 204 W 21st St B5000, Austin, TX 78712 USA.
   Wilkerson, A., George Washington Univ, Univ Writing Program, 2100 Foxhall Rd,Ames Hall 203, Washington, DC 20007 USA.}},
DOI = {{10.1007/s11673-016-9751-z}},
ISSN = {{1176-7529}},
EISSN = {{1872-4353}},
Keywords = {{Depression; Public feeling; Disability; Queer; Neoliberalism; Affect}},
Research-Areas = {{Social Sciences - Other Topics; Medical Ethics; Social Issues;
   Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Ethics; Medical Ethics; Social Issues; Social Sciences, Biomedical}},
Author-Email = {{cvet@austin.utexas.edu}},
Funding-Acknowledgement = {{George Washington University's Digital Humanities Institute}},
Funding-Text = {{We thank Shyama Rajendran for her care and diligence in producing a
   transcript of our conversation, as well as Jonathan Hsy and George
   Washington University's Digital Humanities Institute, who provided
   generous support for this process.}},
Cited-References = {{Chen Mel Y., 2012, ANIMACIES BIOPOLITIC.
   Cvetkovich A., 2012, DEPRESSION PUBLIC FE.
   Cvetkovich Ann, 1992, MIXED FEELINGS FEMIN.
   Forney Ellen, 2016, J BIOETHIC INQ, V13, P1176.
   Forney Ellen, 2012, MARBLES MANIA DEPRES.
   Freeman L., 2014, COMP DIS DIAGN INT A.
   Halberstam J., 2011, QUEER ART FAILURE.
   Kafer Alison, 2013, FEMINIST QUEER CRIP.
   Lewis B., 2014, COMP DIS DIAGN INT A.
   Love Heather, 2007, FEELING BACKWARD LOS.
   Minich J. A., 2013, ACCESSIBLE CITIZENSH.
   Nakamura K., 2014, COMP DIS DIAGN INT A.
   Price M., 2014, COMMUNICATION.
   Stevens B., 2014, COMP DIS DIAGN INT A.
   Widner C., 2013, THE AUSTIN CHRONICLE.}},
Number-of-Cited-References = {{15}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Bioethical Inq.}},
Doc-Delivery-Number = {{EI3HT}},
Unique-ID = {{ISI:000392381500006}},
DA = {{2020-03-18}},
}

@article{ ISI:000387363500005,
Author = {Chen, Chin-Chih and Culhane, Dennis P. and Metraux, Stephen and Park,
   Jung Min and Venable, Jessica C. and Burnett, T. C.},
Title = {{They're Not All at Home: Residential Placements of Early Adolescents in
   Special Education}},
Journal = {{JOURNAL OF EMOTIONAL AND BEHAVIORAL DISORDERS}},
Year = {{2016}},
Volume = {{24}},
Number = {{4}},
Pages = {{247-256}},
Month = {{DEC}},
Abstract = {{Using an integrated administrative data set, out-of-home residential
   placements (i.e., child welfare, juvenile justice, mental health) were
   examined in a sample of early adolescents in a large urban school
   district. Out-of-home placements were tracked across Grades 7 to 9 in a
   population of 58,000 youth. This included 10,911 students identified for
   special education (7,028 with learning disabilities, 1,247 with serious
   emotional disturbance, 1,245 with intellectual disabilities, 804 with
   speech and language impairments, and 587 with other disabilities).
   Students who received special education were twice as likely to
   experience out-of-home placements. The rates and types of out-of-home
   placements were differentially related to specific special education
   classifications. In particular, youth with serious emotional disturbance
   were more likely to experience out-of-home placements and to be involved
   in multiple sectors. Findings are discussed in relation to the
   development of intensive emotional and behavioral interventions for
   early adolescents who receive special education services.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chen, CC (Reprint Author), Virginia Commonwealth Univ, 1015 W Main St, Richmond, VA 23284 USA.
   Chen, Chin-Chih; Venable, Jessica C., Virginia Commonwealth Univ, 1015 W Main St, Richmond, VA 23284 USA.
   Culhane, Dennis P.; Burnett, T. C., Univ Penn, Philadelphia, PA 19104 USA.
   Metraux, Stephen, Univ Sci, Philadelphia, PA USA.
   Park, Jung Min, Seoul Natl Univ, Seoul, South Korea.}},
DOI = {{10.1177/1063426615625603}},
ISSN = {{1063-4266}},
EISSN = {{1538-4799}},
Keywords = {{disorders; disabilities; child welfare; mental health; juvenile justice;
   delinquency}},
Keywords-Plus = {{MENTAL-HEALTH-SERVICES; BEHAVIORAL-PROBLEMS; YOUTH; CARE; CHILDREN;
   DISABILITIES; INTERVENTION; STUDENTS; DISORDERS; SYSTEMS}},
Research-Areas = {{Education \& Educational Research; Psychology}},
Web-of-Science-Categories  = {{Education, Special; Psychology, Educational; Psychology,
   Multidisciplinary}},
Author-Email = {{ccchen@vcu.edu}},
ORCID-Numbers = {{Chen, Chin-Chih/0000-0002-9503-8145}},
Funding-Acknowledgement = {{Stoneleigh Foundation}},
Funding-Text = {{The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This study was
   made possible through funding from the Stoneleigh Foundation.}},
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Number-of-Cited-References = {{48}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{J. Emot. Behav. Disord.}},
Doc-Delivery-Number = {{EB4SK}},
Unique-ID = {{ISI:000387363500005}},
DA = {{2020-03-18}},
}

@article{ ISI:000440163900008,
Author = {Giroux, Catherine M. and Corkett, Julie K. and Carter, Lorraine M.},
Title = {{The Academic and Psychosocial Impacts of Ehlers-Danlos Syndrome on
   Postsecondary Students: An Integrative Review of the Literature}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2016}},
Volume = {{29}},
Number = {{4}},
Pages = {{407-418}},
Month = {{WIN}},
Abstract = {{Ehlers-Danlos Syndrome (EDS) is a complex, often invisible, connective
   tissue disorder that has arguably profound psychosocial and academic
   impact on postsecondary students. It is an underdiagnosed and
   misunderstood condition that is the focus of little research,
   particularly within the social sciences. Several factors influence the
   academic experiences of postsecondary students with EDS, including
   institutional issues, faculty attitudes, accommodations, school
   attendance, and technology use. Psychosocially, adjusting to new or
   changing diagnoses, dealing with the stigmas and misperceptions of
   others, and the ongoing identity formation of youth are major factors
   for students. Since there is a notable shortfall in academic literature
   with the specific focus of EDS in postsecondary education, this review
   draws from the peripheral fields of chronic illness and disability
   studies for support.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Giroux, CM (Reprint Author), Nipissing Univ, North Bay, ON, Canada.
   Giroux, Catherine M.; Corkett, Julie K., Nipissing Univ, North Bay, ON, Canada.
   Carter, Lorraine M., McMaster Univ, Ctr Continuing Educ, Hamilton, ON, Canada.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{Ehlers-Danlos Syndrome; chronic illness; post-secondary; psychosocial;
   academic barriers}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{cgiro049@uottawa.ca
   juliec@nipissingu.ca
   cartel1@mcmaster.ca}},
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Number-of-Cited-References = {{56}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{VE7HS}},
Unique-ID = {{ISI:000440163900008}},
DA = {{2020-03-18}},
}

@article{ ISI:000388501400005,
Author = {Huguet, Anna and Tougas, Michelle E. and Hayden, Jill and McGrath,
   Patrick J. and Stinson, Jennifer N. and Chambers, Christine T.},
Title = {{Systematic review with meta-analysis of childhood and adolescent risk
   and prognostic factors for musculoskeletal pain}},
Journal = {{PAIN}},
Year = {{2016}},
Volume = {{157}},
Number = {{12}},
Pages = {{2640-2656}},
Month = {{DEC}},
Abstract = {{A variety of factors may be involved in the development and course of
   musculoskeletal (MSK) pain. We undertook a systematic review with
   meta-analysis to synthesize and evaluate the quality of evidence about
   childhood and adolescent factors associated with onset and persistence
   of MSK pain, and its related disability. Studies were identified from
   searches of electronic databases (PubMed, EMBASE, PsycINFO, CINAHL, and
   Web of Science), references of included studies, and the Pediatric Pain
   mail list. Two independent reviewers assessed study inclusion, completed
   data extraction, and evaluated the quality of evidence using a modified
   Grading of Recommendations Assessment, Development and Evaluation
   (GRADE) framework. Thirty-six studies reporting on 21 cohorts were
   included. These studies examined 65 potential risk factors for onset of
   MSK pain and 43 potential prognosis factors for persistence of MSK pain.
   No study was identified that examined prognostic factors for MSK
   pain-related disability. High-quality evidence suggests that low
   socioeconomic status is a risk factor for onset of MSK pain in studies
   exploring long-term follow-up. Moderate-quality evidence suggests that
   negative emotional symptoms and regularly smoking in childhood or
   adolescence may be associated with later MSK pain. However,
   moderate-quality evidence also suggests that high body mass index,
   taller height, and having joint hypermobility are not risk factors for
   onset of MSK pain. We found other risk and prognostic factors explored
   were associated with low or very low quality of evidence. Additional
   well-conducted primary studies are needed to increase confidence in the
   available evidence, and to explore new childhood risk and prognostic
   factors for MSK pain.}},
Publisher = {{LIPPINCOTT WILLIAMS \& WILKINS}},
Address = {{TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Huguet, A (Reprint Author), IWK Hlth Ctr, Ctr Res Family Hlth, Room K8531,8th Floor Childrens Bldg, Halifax, NS B3K 6R8, Canada.
   Huguet, Anna, Dalhousie Univ, IWK Hlth Ctr, Community Hlth \& Epidemiol, Halifax, NS, Canada.
   Tougas, Michelle E., Dalhousie Univ, IWK Hlth Ctr, Dept Psychol, Halifax, NS, Canada.
   Hayden, Jill, Dalhousie Univ, Community Hlth \& Epidemiol, Halifax, NS, Canada.
   McGrath, Patrick J., Dalhousie Univ, Dept Sci Pediat \& Psychiat, Res \& Innovat, IWK Hlth Ctr, Halifax, NS, Canada.
   McGrath, Patrick J., Capital Dist Hlth Author, Halifax, NS, Canada.
   Stinson, Jennifer N., Hosp Sick Children, Chron Pain Program, Child Hlth Evaluat Sci, Toronto, ON, Canada.
   Chambers, Christine T., Dalhousie Univ, IWK Hlth Ctr, Dept Pediat \& Psychol \& Neurosci, Halifax, NS, Canada.}},
DOI = {{10.1097/j.pain.0000000000000685}},
ISSN = {{0304-3959}},
EISSN = {{1872-6623}},
Keywords = {{Musculoskeletal pain; Child; Adolescent; Risk factors; Prognostic
   factors}},
Keywords-Plus = {{LOW-BACK-PAIN; LOWER-LIMB PAIN; OPTIMAL SEARCH STRATEGIES; FOLLOW-UP;
   GLOBAL BURDEN; SEX-DIFFERENCES; SHOULDER PAIN; ANTHROPOMETRIC
   MEASUREMENTS; PSYCHOSOCIAL FACTORS; PREDICTIVE FACTORS}},
Research-Areas = {{Anesthesiology; Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Anesthesiology; Clinical Neurology; Neurosciences}},
Author-Email = {{anna.huguet@iwk.nshealth.ca}},
ResearcherID-Numbers = {{Chambers, Christine/I-2811-2014
   }},
ORCID-Numbers = {{Chambers, Christine/0000-0002-7138-916X
   McGrath, Patrick/0000-0002-9568-2571}},
Funding-Acknowledgement = {{Canadian Institutes of Health ResearchCanadian Institutes of Health
   Research (CIHR) {[}226950]; Canada Research ChairNatural Resources
   CanadaCanadian Forest ServiceCanada Research Chairs; Dalhousie
   University; Canadian Chiropractic Research Foundation}},
Funding-Text = {{This research is funded by the Canadian Institutes of Health Research
   (grant \#226950). P.J.M.'s research is supported by a Canada Research
   Chair. J.A.H. holds a Professorship in Epidemiology supported by
   Dalhousie University and the Canadian Chiropractic Research Foundation.}},
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Number-of-Cited-References = {{97}},
Times-Cited = {{36}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{20}},
Journal-ISO = {{Pain}},
Doc-Delivery-Number = {{EC9YY}},
Unique-ID = {{ISI:000388501400005}},
DA = {{2020-03-18}},
}

@article{ ISI:000373748700002,
Author = {Kumbier, Alana and Starkey, Julia},
Title = {{Access Is Not Problem Solving: Disability Justice and Libraries}},
Journal = {{LIBRARY TRENDS}},
Year = {{2016}},
Volume = {{64}},
Number = {{3}},
Pages = {{468-491}},
Month = {{WIN}},
Abstract = {{In this paper we advocate for an understanding of access that both
   responds to the pragmatic needs of the American Library Association's
   ``Core Values of Librarianship{''} (to guide professional practice and
   education) and helps librarians and library workers imagine how we might
   transform the systems, beliefs, and practices that make libraries and
   the profession inaccessible and inequitable. We are interested in
   expanding our shared understanding of access so that it includes a
   professional ethic of accessibility, justice, and collaboration. We
   bring to this argument a set of knowledges, experiences, beliefs, and
   politics that inform our understanding of what access is and what it
   could be. Specifically, our understanding of access and accessibility is
   shaped by our participation in disability justice activism, disability
   studies communities, and our personal experience. We suggest that
   thinking in solidarity with disability justice movements can be
   beneficial to all of us: librarians, library workers, and our
   communities of users; those of us with disabilities; those of us who are
   living without illnesses or disabilities; and those of us who move
   between disabled, ill and not.}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kumbier, A (Reprint Author), Hampshire Coll, Amherst, MA 01002 USA.
   Kumbier, Alana, Hampshire Coll, Amherst, MA 01002 USA.}},
DOI = {{10.1353/lib.2016.0004}},
ISSN = {{0024-2594}},
EISSN = {{1559-0682}},
Research-Areas = {{Information Science \& Library Science}},
Web-of-Science-Categories  = {{Information Science \& Library Science}},
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Number-of-Cited-References = {{63}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{146}},
Journal-ISO = {{Libr. Trends}},
Doc-Delivery-Number = {{DI8KA}},
Unique-ID = {{ISI:000373748700002}},
DA = {{2020-03-18}},
}

@article{ ISI:000391649700010,
Author = {Ozturk, Mesut and Akkan, Yasar and Buyuksevindik, Baki and Kaplan,
   Abdullah},
Title = {{Additional Operation Learning Process to the Mild Intellectual
   Disabilities Students by means of Virtual Manipulatives: A Multiple Case
   Study}},
Journal = {{EGITIM VE BILIM-EDUCATION AND SCIENCE}},
Year = {{2016}},
Volume = {{41}},
Number = {{188}},
Pages = {{175-196}},
Month = {{NOV}},
Abstract = {{It is frequently emphasized that technology integration to the education
   of the students have intellectual disabilities has great importance. The
   researches performed show that using virtual manipulatives consist
   positive effects on learning mathematics on the students have
   intellectual disabilities. This study was done to investigate the
   addition operation learning process of the students have intellectual
   disabilities. Two students have mild intellectual disabilities and are
   14 and 17 years old participated to this research conducted by means of
   multiple case study is one of the qualitative research designs. In this
   study was realized during five schedules data were collected through
   interviews, observations and documents. Content analysis were used for
   data analysis. At the end of the analysis, three categories of findings
   on ``Learning of the addition operation{''}, ``Opinions on the use of
   computer and virtual manipulatives{''} and ``Individual differences{''},
   were structured.}},
Publisher = {{TURKISH EDUCATION ASSOC}},
Address = {{KIZILIRMAK CADDESI NO 8, KOCATEPE, ANKARA 00000, TURKEY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ozturk, M (Reprint Author), Bayburt Univ, Fac Educ, Dept Math \& Sci Educ, Bayburt, Turkey.
   Ozturk, Mesut, Bayburt Univ, Fac Educ, Dept Math \& Sci Educ, Bayburt, Turkey.
   Akkan, Yasar, Gumushane Univ, Fac Engn \& Nat Sci, Dept Engn Math, Gumushane, Turkey.
   Buyuksevindik, Baki, Gazi Univ, Fac Educ, Dept Educ Sci, Ankara, Turkey.
   Kaplan, Abdullah, Ataturk Univ, Kazim Karabekir Educ Fac, Dept Math \& Sci Educ, Erzurum, Turkey.}},
DOI = {{10.15390/EB.2016.6582}},
ISSN = {{1300-1337}},
Keywords = {{Technology integration education; Intellectual disabilities; Additional
   operation; Virtual manipulative}},
Keywords-Plus = {{INSTRUCTION; CHILDREN; INTERVENTION; TECHNOLOGY; SKILLS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mesutorturk@live.com
   kkanyasin61@hotmail.com
   baki.sevindik@gmail.com
   kaplan5886@hotmail.com}},
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   Van De Walle J. A., 2013, ILKOKUL VE ORTAOKUL.
   Wearmouth J, 2009, BEGINNING TEACHERS G.}},
Number-of-Cited-References = {{67}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Egit. Bilim}},
Doc-Delivery-Number = {{EH3DM}},
Unique-ID = {{ISI:000391649700010}},
OA = {{Bronze, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000388585001193,
Author = {Jonson, H. and Harnett, T. and Larsson, A. Taghizadeh},
Title = {{RETHINKING THE CONCEPT OF SUCCESSFUL AGING: A DISABILITY STUDIES
   APPROACH}},
Journal = {{GERONTOLOGIST}},
Year = {{2016}},
Volume = {{56}},
Number = {{3}},
Pages = {{253}},
Month = {{NOV}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Jonson, H.; Harnett, T., Lund Univ, Social Work, Lund, Sweden.
   Larsson, A. Taghizadeh, Linkoping Univ, Norrkoping, Sweden.}},
ISSN = {{0016-9013}},
EISSN = {{1758-5341}},
Research-Areas = {{Geriatrics \& Gerontology}},
Web-of-Science-Categories  = {{Gerontology}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Gerontologist}},
Doc-Delivery-Number = {{ED1DT}},
Unique-ID = {{ISI:000388585001193}},
DA = {{2020-03-18}},
}

@article{ ISI:000388812300006,
Author = {Crilley, Mariah},
Title = {{Material Disability: Creating New Paths for Disability Studies}},
Journal = {{CEA CRITIC}},
Year = {{2016}},
Volume = {{78}},
Number = {{3}},
Pages = {{306-311}},
Month = {{NOV}},
Note = {{47th Annual Conference of the College-English-Association (CEA), Denver,
   CO, MAR 31-APR 02, 2016}},
Organization = {{Coll English Assoc}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Article; Proceedings Paper}},
Language = {{English}},
Affiliation = {{Crilley, M (Reprint Author), West Virginia Univ, English Literature, Morgantown, WV 26506 USA.
   Crilley, Mariah, West Virginia Univ, English Literature, Morgantown, WV 26506 USA.}},
DOI = {{10.1353/cea.2016.0026}},
ISSN = {{0007-8069}},
EISSN = {{2327-5898}},
Keywords-Plus = {{HUNTINGTONS; DISEASE}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
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   Wexler AR, 2002, B HIST MED, V76, P495, DOI 10.1353/bhm.2002.0150.}},
Number-of-Cited-References = {{16}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{CEA Crit.}},
Doc-Delivery-Number = {{ED4IW}},
Unique-ID = {{ISI:000388812300006}},
DA = {{2020-03-18}},
}

@article{ ISI:000387747600004,
Author = {Fisher, Pamela and Lees, John},
Title = {{Narrative approaches in mental health: Preserving the emancipatory
   tradition}},
Journal = {{HEALTH}},
Year = {{2016}},
Volume = {{20}},
Number = {{6}},
Pages = {{599-615}},
Month = {{NOV}},
Abstract = {{Narrative approaches have exercised an emancipatory influence within
   mental health. In this article, it is suggested that there is a risk
   that the emancipatory tradition associated with narrative may be
   co-opted through contemporary mental health strategy by a narrow agenda
   which promotes a particular Western and neoliberal form of citizenship.
   This may limit the way recovery can be imagined by equating it solely
   with the future-orientated individual who strives, above all, to be
   economically independent. To resist this, it is suggested that narrative
   in mental health should be approached with recourse to therapeutic
   thinking which promotes a relational ethos of recovery together'. The
   recovery together' model is subsequently considered in relation to
   narrative research on temporal understandings which have been conducted
   in disability studies and in the area of chronic illness. These studies
   point towards the value of a relational orientation towards well-being
   in the present, rather than fixating on future goals. It is suggested
   that a relational philosophy of the present might be usefully
   incorporated into narrative approaches when working therapeutically with
   people suffering from mental distress. It is argued that this might
   enable users and practitioners to extend the available narrative
   templates and to imagine recovery in diverse ways which support personal
   transformation and, ultimately, contribute to social change.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Fisher, P (Reprint Author), Univ Leeds, Sch Healthcare, Baines Wing, Leeds LS2 9JT, W Yorkshire, England.
   Fisher, Pamela, Univ Leeds, Sch Healthcare, Baines Wing, Leeds LS2 9JT, W Yorkshire, England.
   Lees, John, Univ Leeds, Mental Hlth, Leeds, W Yorkshire, England.}},
DOI = {{10.1177/1363459315600774}},
ISSN = {{1363-4593}},
EISSN = {{1461-7196}},
Keywords = {{IAPT; managed care; mental health; narrative; recovery}},
Keywords-Plus = {{DEPRESSION; EXPERIENCE; ILLNESS; VOICES; WORK; TIME}},
Research-Areas = {{Public, Environmental \& Occupational Health; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health; Social Sciences,
   Biomedical}},
Author-Email = {{P.L.Fisher@Leeds.ac.uk}},
Cited-References = {{Alderdice J, 2015, JOINT SEM SCH HEALTH.
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   Aron L., 2014, RELATIONAL PSYCHOTHE, P93.
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Number-of-Cited-References = {{69}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Health}},
Doc-Delivery-Number = {{EB9WG}},
Unique-ID = {{ISI:000387747600004}},
OA = {{Green Published, Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000385699100001,
Author = {Hamraie, Aimi},
Title = {{Universal Design and the Problem of ``Post-Disability{''} Ideology}},
Journal = {{DESIGN AND CULTURE}},
Year = {{2016}},
Volume = {{8}},
Number = {{3}},
Pages = {{285-309}},
Month = {{NOV}},
Abstract = {{Although Universal Design gains popularity as a common sense strategy
   for crafting built environments for all users, accessibility for
   disabled people remains a marginal area of inquiry within design
   practice and theory. This article argues that the tension between
   accessibility and Universal Design stems from inadequate critical and
   historical attention to the concept of disability as it relates to
   discourses of good design. This article draws upon critical disability
   theory to reveal the persistence of post-disability narratives and
   ideologies of ability from the eugenics era into the present theory and
   practice of Universal Design.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hamraie, A (Reprint Author), Vanderbilt Univ, Med Hlth \& Soc, 221 Kirkland Hall, Nashville, TN 37235 USA.
   Hamraie, A (Reprint Author), Vanderbilt Univ, Amer Studies, 221 Kirkland Hall, Nashville, TN 37235 USA.
   Hamraie, Aimi, Vanderbilt Univ, Med Hlth \& Soc, 221 Kirkland Hall, Nashville, TN 37235 USA.
   Hamraie, Aimi, Vanderbilt Univ, Amer Studies, 221 Kirkland Hall, Nashville, TN 37235 USA.}},
DOI = {{10.1080/17547075.2016.1218714}},
ISSN = {{1754-7075}},
EISSN = {{1754-7083}},
Keywords = {{Universal Design; built environment; Americans with Disabilities Act;
   critical disability studies; eugenics; rehabilitation}},
Keywords-Plus = {{INTERNATIONAL SYMBOL}},
Research-Areas = {{Art}},
Web-of-Science-Categories  = {{Art}},
Author-Email = {{aimi.hamraie@vanderbilt.edu}},
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Number-of-Cited-References = {{69}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Des. Cult.}},
Doc-Delivery-Number = {{DZ2VG}},
Unique-ID = {{ISI:000385699100001}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000394650800008,
Author = {Taylor, Mark and Turnbull, Yvonne and Bleasdale, Jo and Francis, Hulya
   and Forsyth, Henry},
Title = {{Transforming support for students with disabilities in UK Higher
   Education}},
Journal = {{SUPPORT FOR LEARNING}},
Year = {{2016}},
Volume = {{31}},
Number = {{4}},
Pages = {{367-384}},
Month = {{NOV}},
Abstract = {{Intended UK government changes to the Disabled Students' Allowance will
   have a significant impact on the support that UK universities provide
   for students with disabilities. In this article we examine the types of
   transformation that may be needed to support for university students
   with disabilities, from a socio-technical perspective. The research
   reported in this article involved a year-long case study in a UK
   university. The potential changes required to support for students with
   disabilities within the university studied, to cater for the proposed UK
   government changes to the Disabled Students' Allowance, include:
   providing non-medical helpers through external agencies; developing a
   dyslexia screening process; providing enhanced library services,
   including access to printers and scanners and assistance with assistive
   software; providing laptops with assistive software; making assistive
   software available in a limited form in computing laboratories; and more
   co-ordinated special examination provision.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Taylor, M (Reprint Author), Liverpool John Moores Univ, Comp Sci, Liverpool L3 5UX, Merseyside, England.
   Francis, Hulya, Liverpool John Moores Univ, Comp Sci, Liverpool L3 5UX, Merseyside, England.
   Turnbull, Yvonne, Liverpool John Moores Univ, Advice \& Wellbeing Serv, Liverpool L3 5UX, Merseyside, England.
   Bleasdale, Jo, Liverpool John Moores Univ, Liverpool L3 5UX, Merseyside, England.
   Forsyth, Henry, Liverpool John Moores Univ, Fac Technol \& Environm, Liverpool L3 5UX, Merseyside, England.}},
DOI = {{10.1111/1467-9604.12143}},
ISSN = {{0268-2141}},
EISSN = {{1467-9604}},
Keywords = {{disability student higher education UK}},
Keywords-Plus = {{DISABLED STUDENTS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
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Number-of-Cited-References = {{28}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Support Learn.}},
Doc-Delivery-Number = {{EL5GY}},
Unique-ID = {{ISI:000394650800008}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000383574600006,
Author = {McCloskey, Erin},
Title = {{To the maximum extent appropriate: determining success and the least
   restrictive environment for a student with autism spectrum disorder}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2016}},
Volume = {{20}},
Number = {{11}},
Pages = {{1204-1222}},
Month = {{NOV}},
Abstract = {{This case study uses an institutional ethnography approach to
   investigate the experiences of the parents of a son who has autism
   spectrum disorder (ASD) as they engaged in meetings related to his
   progress and placement with school personnel over the course of one
   school year. Through an analysis of the discourse used in these meetings
   and documents generated by the district and the parents, the researcher
   highlights how administrators managed and controlled meetings and
   decision-making when there was disagreement over the least restrictive
   environment for this child. Analyses of these meetings show how the
   structure and wording of behavioural plans and other formal documents
   reinforce common stereotypes about children with ASD - even when
   information is presented to suggest that such stereotypes are incorrect.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{McCloskey, E (Reprint Author), Vassar Coll, Poughkeepsie, NY 12601 USA.
   McCloskey, Erin, Vassar Coll, Poughkeepsie, NY 12601 USA.}},
DOI = {{10.1080/13603116.2016.1155667}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{Institutional ethnography; disability studies in education; least
   restrictive environment; case study; inclusion; Individuals with
   Disabilities Education Act}},
Keywords-Plus = {{DISABILITY; IEP; PERCEPTIONS; INCLUSION; CHILDREN; PARENTS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{ermccloskey@vassar.edu}},
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   Yell M., 2006, LAW SPECIAL ED.
   Zindler R, 2009, TEACH COLL REC, V111, P1971.}},
Number-of-Cited-References = {{59}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{25}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{DW3WU}},
Unique-ID = {{ISI:000383574600006}},
DA = {{2020-03-18}},
}

@article{ ISI:000397981700174,
Author = {Kaur, Gurvinder and Thomas, Satish and Jindal, Mahesh and Bhatti, S. M.},
Title = {{Visual Function and Ocular Status in Children with Disabilities in
   Special Schools of Northern India}},
Journal = {{JOURNAL OF CLINICAL AND DIAGNOSTIC RESEARCH}},
Year = {{2016}},
Volume = {{10}},
Number = {{10}},
Pages = {{NC1-NC4}},
Month = {{OCT}},
Abstract = {{Introduction: Children with disabilities (other than visual impairment)
   are at a higher risk of visual impairment as compared to normal
   population. Majority of the ocular disorders, like refractive errors and
   strabismus, are easily treatable. As these children depend on their
   visual inputs for social and academic activities, an early detection and
   prompt treatment of even a minor visual problem is of utmost importance
   for them.
   Aim: To assess the visual function and ocular status of children with
   disabilities other than visual impairment and to identify the
   preventable and treatable causes of visual impairment.
   Materials and Methods: The study was conducted on children aged 3-16
   years who were studying in special schools/rehabilitation centers in
   Ludhiana. After prior permission, detailed ocular examination of all the
   children was done using standard examination techniques. Cycloplegic
   retinoscopy and refraction was also done and spectacles were prescribed.
   Children requiring further evaluation were referred to base hospital.
   Results: A total of 404 children with disabilities (other than visual
   disabilities) studying in 7 rehabilitation centers/special schools were
   enrolled. These included children with Cerebral palsy (12.1\%), with
   Hearing impairment (35.3\%), with Attention Deficit Hyperactive Disorder
   (ADHD) (3.7\%), with Autism (8.6\%), with Down syndrome (12.8\%) and
   with Mental retardation (27.2\%). Ocular disorders were seen in
   174(43\%) children. The most common ocular disorders seen in these
   children were refractive errors (23\%) and strabismus (18.1\%). A total
   of 93(23\%) children were prescribed spectacles and 37(9.2\%) children
   were referred for further evaluation.
   Conclusion: Ocular problems are common in children with other
   disabilities. Delay in the detection and treatment of these disorders
   compounds the already existing disability in these children. Lack of
   awareness and sensitization among the parents and teachers is a matter
   of great concern. Therefore, strategies regarding increasing awareness,
   mandatory ocular examination in these children and early detection and
   treatment of the ocular disorders is the need of the hour.}},
Publisher = {{PREMCHAND SHANTIDEVI RESEARCH FOUNDATION}},
Address = {{71 JAIN COLONY, VEER NAGAR, DELHI, 110 007, INDIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kaur, G (Reprint Author), Christian Med Coll \& Hosp, Dept Ophthalmol, Brown Rd, Ludhiana 141008, Punjab, India.
   Kaur, Gurvinder; Bhatti, S. M., Christian Med Coll \& Hosp, Dept Ophthalmol, Brown Rd, Ludhiana 141008, Punjab, India.
   Thomas, Satish, Believers Church Med Coll Hosp, Dept Ophthalmol, Thiruvalla, Kerala, India.
   Jindal, Mahesh, Civil Hosp, Dept Ophthalmol, Kothkapura, Punjab, India.}},
DOI = {{10.7860/JCDR/2016/23615.8742}},
ISSN = {{2249-782X}},
EISSN = {{0973-709X}},
Keywords = {{Refractive errors; Spectacles; Strabismus; Visual impairment}},
Keywords-Plus = {{IMPAIRMENT}},
Research-Areas = {{General \& Internal Medicine}},
Web-of-Science-Categories  = {{Medicine, General \& Internal}},
Author-Email = {{gurvinder.eye@gmail.com}},
Cited-References = {{Afifi HH, 2011, J AM SCI, V7, P782.
   Black K, 2013, STRABISMUS, V21, P98, DOI 10.3109/09273972.2013.786733.
   Elmenshawy AA, 2010, INT J ACAD RES, V2, P67.
   Gogate P, 2011, INDIAN J OPHTHALMOL, V59, P223, DOI 10.4103/0301-4738.81036.
   Gogate P, 2009, INDIAN J OPHTHALMOL, V57, P451, DOI 10.4103/0301-4738.57155.
   Guy R, 2003, CHILD CARE HLTH DEV, V29, P377, DOI 10.1046/j.1365-2214.2003.00355.x.
   Joshi RS, 2013, INDIAN J PSYCHIAT, V55, P170, DOI 10.4103/0019-5545.111457.
   Ostadimoghaddam H, 2015, J CURR OPHTHALMOL, V27, P56, DOI 10.1016/j.joco.2015.10.001.
   Salt A, ARCH DIS CHILD, DOI {[}10.1136/2013/305267, DOI 10.1136/2013/305267].
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   Vora U, 2010, MIDDLE EAST AFR J OP, V17, P297, DOI 10.4103/0974-9233.71590.}},
Number-of-Cited-References = {{11}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Clin. Diagn. Res.}},
Doc-Delivery-Number = {{EQ3OF}},
Unique-ID = {{ISI:000397981700174}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000388466900005,
Author = {Pereira, Everton Luis and Barbosa, Livia},
Title = {{The Brazilian Functionality Index: perceptions of professionals and
   persons with disabilities in the context of Complementary Law 142/2013}},
Journal = {{CIENCIA \& SAUDE COLETIVA}},
Year = {{2016}},
Volume = {{21}},
Number = {{10}},
Pages = {{3016-3025}},
Month = {{OCT}},
Abstract = {{This article derives from a study conducted on the validation of the
   Brazilian Functionality Index (IF-BrA) applied to the granting of
   retirement benefits to disabled persons. The retirement of persons with
   disabilities is regulated by Complementary Law 142 of May 8, 2013. The
   aim is to discuss how the individuals involved in application of the
   instrument perceive the concept of disability and the possible
   implications for ensuring the right to retirement. Eleven agencies of
   the National Social Security Institute (INSS) were visited and 16
   physicians, 16 social workers and 40 persons with disabilities were
   interviewed. The evaluation and assessment process was also observed.
   The results indicate that there are conceptual tensions between the
   perspective on disability of the professionals and the IF-BrA concepts.
   Social workers and physicians are challenged in their technical
   specialties in the application of the instrument. Persons with
   disabilities do not always consider themselves to be disabled in their
   daily lives. Disability is either presented as a political description
   of the body in accordance with the social model of disability, or it is
   described as a specific difficulty justifying the right to seek
   retirement.}},
Publisher = {{ABRASCO}},
Address = {{RUA HESPERIA, 16-PARTE MANGUINHOS, RIO DE JANEIRO, 21050-040, BRAZIL}},
Type = {{Article}},
Language = {{Portuguese}},
Affiliation = {{Pereira, EL (Reprint Author), Univ Brasilia, Dept Saude Colet, Campus Univ Darcy Ribeiro S-N, Brasilia, DF, Brazil.
   Pereira, Everton Luis; Barbosa, Livia, Univ Brasilia, Dept Saude Colet, Campus Univ Darcy Ribeiro S-N, Brasilia, DF, Brazil.}},
DOI = {{10.1590/1413-812320152110.18352016}},
ISSN = {{1413-8123}},
EISSN = {{1678-4561}},
Keywords = {{Brazilian Functionality Index; Complementary Law 142/2013; Retirement;
   Persons with disabilities; Disability studies}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{everton.epereira@gmail.com}},
ORCID-Numbers = {{Pereira, Everton Luis/0000-0002-7771-1594}},
Cited-References = {{Barbosa L, 2009, REV TEXTOS CONTEXTOS, V8, P377.
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   Wendell Susan, 2001, HYPATIA, V16, P17, DOI DOI 10.1111/J.1527-2001.2001.TB00751.X.}},
Number-of-Cited-References = {{22}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Cienc. Saude Coletiva}},
Doc-Delivery-Number = {{EC9LU}},
Unique-ID = {{ISI:000388466900005}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000388466900009,
Author = {Gaudenzi, Paula and Ortega, Francisco},
Title = {{Questioning the concept of disability based on the notions of autonomy
   and normality}},
Journal = {{CIENCIA \& SAUDE COLETIVA}},
Year = {{2016}},
Volume = {{21}},
Number = {{10}},
Pages = {{3060-3069}},
Month = {{OCT}},
Abstract = {{This is a conceptual theoretical study to reflect upon disability and
   some basic concepts that are involved in its profiling. The scope of the
   article is to broaden the outlook upon disability removing it from a
   description that reduces it to an ailment. For this purpose, we situated
   the Disability Studies historically presenting the Medical and Social
   Models of Disability and problematized the concepts of autonomy and
   normality. These concepts and their correlated aspects - independence,
   functionality and the norm - are used as a tacit touchstone to
   differentiate some bodily variations that are identified as different
   lifestyles from others that are often called disabilities. We conclude
   by stating that disability can be analyzed based on other
   interpretations that do not construe it as a synonym for ailment if we
   consider the notions of interdependence, normativity and creation of the
   self in the world as basic concepts to describe it.}},
Publisher = {{ABRASCO}},
Address = {{RUA HESPERIA, 16-PARTE MANGUINHOS, RIO DE JANEIRO, 21050-040, BRAZIL}},
Type = {{Article}},
Language = {{Portuguese}},
Affiliation = {{Gaudenzi, P (Reprint Author), Fiocruz MS, Inst Nacl Saude Mulher Crianca \& Adolescente, IFF, Av Rui Barbosa 716, BR-22250020 Rio De Janeiro, RJ, Brazil.
   Gaudenzi, Paula, Fiocruz MS, Inst Nacl Saude Mulher Crianca \& Adolescente, IFF, Av Rui Barbosa 716, BR-22250020 Rio De Janeiro, RJ, Brazil.
   Ortega, Francisco, Univ Estado Rio De Janeiro, Inst Med Social, Rio De Janeiro, RJ, Brazil.}},
DOI = {{10.1590/1413-812320152110.16642016}},
ISSN = {{1413-8123}},
EISSN = {{1678-4561}},
Keywords = {{Disability; Medical model of disability; Social model of disability;
   Autonomy; Normality}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{paula.gaudenzi@gmail.com}},
ResearcherID-Numbers = {{ORTEGA, FRANCISCO/E-9867-2016
   ORTEGA, FRANCISCO/AAH-2248-2020}},
ORCID-Numbers = {{ORTEGA, FRANCISCO/0000-0002-5039-9449
   ORTEGA, FRANCISCO/0000-0002-5039-9449}},
Cited-References = {{Amundson Ron, 2000, STUD HIST PHILOS M P, V31, P33, DOI DOI 10.1016/S1369-8486(99)00033-3.
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   Stokoe WC, 2005, J DEAF STUD DEAF EDU, V10, P3, DOI 10.1093/deafed/eni001.
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Number-of-Cited-References = {{33}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Cienc. Saude Coletiva}},
Doc-Delivery-Number = {{EC9LU}},
Unique-ID = {{ISI:000388466900009}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000388466900014,
Author = {dos Santos, Tatiana Vasconcelos and Nunes Moreira, Martha Cristina and
   Gomes, Romeu},
Title = {{When participation of children and youth with disabilities is not merely
   activity: a study of the literature}},
Journal = {{CIENCIA \& SAUDE COLETIVA}},
Year = {{2016}},
Volume = {{21}},
Number = {{10}},
Pages = {{3110-3119}},
Month = {{OCT}},
Abstract = {{This article analyzes the approach to children and adolescent
   participation in disability studies. Methodologically, it combines a
   literature review and a theme-based content analysis to look at which
   dimensions of participation are explored in the literature. As the
   result of this study we highlight four areas: Sports, Quality of
   Life/Well-Being, School and Participation Metrics. We find that the
   focus is on participation as performing activities within a given
   context, with very few broader discussions about the domain as a human
   value related to socialization and the development of a support network,
   the management of independence and levels of dependence.}},
Publisher = {{ABRASCO}},
Address = {{RUA HESPERIA, 16-PARTE MANGUINHOS, RIO DE JANEIRO, 21050-040, BRAZIL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{dos Santos, TV (Reprint Author), Inst Nacl Saude Mulher Crianca \& Adolescente Fern, Posgrad Saude Crianca \& Mulher, Av Rui Barbosa 716, BR-22250020 Rio De Janeiro, RJ, Brazil.
   dos Santos, Tatiana Vasconcelos; Nunes Moreira, Martha Cristina, Inst Nacl Saude Mulher Crianca \& Adolescente Fern, Posgrad Saude Crianca \& Mulher, Av Rui Barbosa 716, BR-22250020 Rio De Janeiro, RJ, Brazil.
   Gomes, Romeu, Hosp Sirio Libanes, Sao Paulo, SP, Brazil.}},
DOI = {{10.1590/1413-812320152110.13302016}},
ISSN = {{1413-8123}},
EISSN = {{1678-4561}},
Keywords = {{Child; Adolescent; Disability; Social involvement}},
Keywords-Plus = {{HEALTH-CARE NEEDS; QUALITY-OF-LIFE; PHYSICAL-ACTIVITY;
   INTERNATIONAL-CLASSIFICATION; THE-LITERATURE; ADOLESCENTS; DIFFICULTIES;
   PERCEPTIONS; PERSPECTIVE; CY}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{tatiufjf@hotmail.com}},
ORCID-Numbers = {{moreira, martha cristina nunes/0000-0002-7199-3797}},
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Number-of-Cited-References = {{59}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Cienc. Saude Coletiva}},
Doc-Delivery-Number = {{EC9LU}},
Unique-ID = {{ISI:000388466900014}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000386881000004,
Author = {Gustavsson, Anders and Nyberg, Catarina and Westin, Charles},
Title = {{Plurality and continuity-Understanding self-identity of persons with
   intellectual disability}},
Journal = {{ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2016}},
Volume = {{10}},
Number = {{4}},
Pages = {{310-326}},
Month = {{OCT-DEC}},
Abstract = {{The objective of this article is to explore the complexity and
   continuity of self-identities of persons with intellectual disability.
   This is done by close reading of four life stories. The findings are
   that intellectually disabled people's self-identities are basically
   plural and fluid. A fruitful approach to understanding this plurality is
   given by ``positioning theory{''} developed by Harre \& Langenhove. We
   analyze the subject's sense of continuity in terms of our own concept of
   ``inner dialogue{''}. Our point of departure is a review of literature
   with special focus on multiple identities. We distinguish between three
   strands of knowledge within this field: (1) sociological studies of
   other-defined, identities, which are hard to change; (2) psychological
   studies of dynamic, self-defined identities characterized by adaptation
   and continuity, and (3) discursive studies of fluid and plural self- and
   other-defined identities. The third strand has contributed significantly
   to the field of disability studies by transcending the classic dichotomy
   of normalcy or deviancy (of identity) of persons with intellectual
   disabilities. In our aim to probe deeper into the issues of plurality
   and continuity of self-defined identities, we turn to Stuart Hall's
   noteworthy text: Who needs identity?' (Hall \& Du Gay, 1996). Hall
   proposes that a new direction for a theory of identity needs to build on
   input from discursive studies, but it should also embrace the question
   of how the subject maintains a sense of personal continuity. (C) 2016
   Association ALTER. Published by Elsevier Masson SAS. All rights
   reserved.}},
Publisher = {{ELSEVIER MASSON, CORPORATION OFFICE}},
Address = {{65 CAMILLE DESMOULINS CS50083 ISSY-LES-MOULINEAUX, 92442 PARIS, FRANCE}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gustavsson, A (Reprint Author), Stockholm Univ, Dept Educ, S-10691 Stockholm, Sweden.
   Gustavsson, Anders; Nyberg, Catarina, Stockholm Univ, Dept Educ, S-10691 Stockholm, Sweden.
   Westin, Charles, Stockholm Univ, Dept Social Anthropol, S-10691 Stockholm, Sweden.}},
DOI = {{10.1016/j.alter.2016.06.003}},
ISSN = {{1875-0672}},
EISSN = {{1875-0680}},
Keywords = {{Identity; Positioning; Intellectual disability; Inner dialogue}},
Keywords-Plus = {{ACQUIRED BRAIN-INJURY; PEOPLE; SENSE; HOME}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{anders.gustavsson@edu.su.se
   catarina.nyberg@btinternet.com
   charles.mh.westin@gmail.com}},
Cited-References = {{Barron K., 2004, GENUS FUNKTIONSHINDE.
   Beart S, 2005, J APPL RES INTELLECT, V18, P47, DOI 10.1111/j.1468-3148.2004.00218.x.
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   Bhaba H., 1996, QUESTIONS CULTURAL I.
   Bogdan R., 1974, BEING DIFFERENT AUTO.
   Bogdan R., 1982, INSIDE OUT SOCIAL ME.
   Borell L., 2014, SCANDINAVIAN J OCCUP, V19, P521.
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   LIVNEH H, 1997, PSYCHOL ADAPTATION C.
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   WRIGHT BA, 1960, PHYS DISABILITY PSYC.}},
Number-of-Cited-References = {{43}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Alter}},
Doc-Delivery-Number = {{EA8JL}},
Unique-ID = {{ISI:000386881000004}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000384814800012,
Author = {Sanchez, Sabrina R. and Roegman, Rachel and Goodwin, A. Lin},
Title = {{The multiple roles of mentors}},
Journal = {{PHI DELTA KAPPAN}},
Year = {{2016}},
Volume = {{98}},
Number = {{2}},
Pages = {{66-71}},
Month = {{OCT}},
Abstract = {{Teaching Residents at Teachers College (TR@TC) is an 18-month program
   that prepares teachers for high-needs schools in New York City in two
   areas: teaching English to speakers of other languages (TESOL) and
   teaching students with disabilities. Student teachers, called residents,
   spend a year working with a mentor teacher. Mentors play three roles:
   teacher, field-based teacher educator, and learner. With the program
   entering its sixth year, there are several lessons learned. Mentors need
   guidance on how to teach adults, general education teachers have an
   important role to play, it's crucial to identify partnership schools,
   and positioning mentors as experts enriches the program as a whole.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sanchez, SR (Reprint Author), Columbia Univ, Teachers Coll, Teaching Residents, New York, NY 10027 USA.
   Sanchez, Sabrina R., Columbia Univ, Teachers Coll, Teaching Residents, New York, NY 10027 USA.
   Roegman, Rachel, Purdue Univ, Educ Leadership \& Policy Studies, W Lafayette, IN 47907 USA.
   Goodwin, A. Lin, Columbia Univ, Teachers Coll, Educ, New York, NY 10027 USA.
   Goodwin, A. Lin, Columbia Univ, Teachers Coll, New York, NY 10027 USA.}},
DOI = {{10.1177/0031721716671911}},
ISSN = {{0031-7217}},
EISSN = {{1940-6487}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{rroegman@purdue.edu
   alg25@tc.columbia.edu}},
Cited-References = {{Achinstein B., 2006, MENTORS MAKING DEV N, P23.
   Bacharach N., 2012, ED RENAISSANCE, V1.
   Feiman-Nemser S, 2001, J TEACH EDUC, V52, P17, DOI 10.1177/0022487101052001003.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Phi Delta Kappan}},
Doc-Delivery-Number = {{DY0VR}},
Unique-ID = {{ISI:000384814800012}},
DA = {{2020-03-18}},
}

@article{ ISI:000382969400002,
Author = {Metell, Maren and Stige, Brynjulf},
Title = {{Blind spots in music therapy. Toward a critical notion of participation
   in context of children with visual impairment}},
Journal = {{NORDIC JOURNAL OF MUSIC THERAPY}},
Year = {{2016}},
Volume = {{25}},
Number = {{4}},
Pages = {{300-318}},
Month = {{OCT}},
Abstract = {{Visual impairment results in a different way of perceiving the world.
   The consequences of the absence of vision in early childhood determine
   individual capacities for participation in a sighted world, but, at the
   same time, possibilities for participation are determined by society.
   The purpose of this theoretical paper is to explore and develop a
   critical notion of participation within the context of music therapy and
   children with visual impairment, and to examine theoretical ideas that
   are relevant for practice, research, and further theoretical discussion.
   Music therapy with children with visual impairment appears to be an
   underdeveloped field where the focus has been on the individual. The
   frameworks of community music therapy and disability studies provide a
   theoretical background to link individual capacities such as
   protomusicality and musicianship with the social and cultural dimension
   of music. In discussing possibilities and barriers for participation for
   children with visual impairment, we argue that a values-based and
   resource-oriented approach to health musicking might allow for mutual
   participation with context-transforming potential, by providing a space
   that is shaped by the universal design of instruments, activities, and
   environments.}},
Publisher = {{GRIEG ACADEMY}},
Address = {{UNIV BERGEN, DEPT MUSIC, LARS HILLES GATE 3, BERGEN, N-5015, NORWAY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Metell, M (Reprint Author), Univ Bergen, GAMUT, Dept Mus, Bergen, Norway.
   Metell, Maren; Stige, Brynjulf, Univ Bergen, GAMUT, Dept Mus, Bergen, Norway.}},
DOI = {{10.1080/08098131.2015.1081265}},
ISSN = {{0809-8131}},
EISSN = {{1944-8260}},
Keywords = {{visual impairment; community music therapy; participation; disability
   studies}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{Maren.Metell@uib.no}},
Cited-References = {{Aasgaard T, 2002, THESIS.
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Number-of-Cited-References = {{91}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{16}},
Journal-ISO = {{Nord. J. Music Ther.}},
Doc-Delivery-Number = {{DV5LT}},
Unique-ID = {{ISI:000382969400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000382148600010,
Author = {Zylla, Phil C.},
Title = {{Practices of Acceptance, Understanding and Reciprocity: Caring for
   Children with Disabilities and their Families}},
Journal = {{PASTORAL PSYCHOLOGY}},
Year = {{2016}},
Volume = {{65}},
Number = {{5}},
Pages = {{703-715}},
Month = {{OCT}},
Abstract = {{The aim of this essay is to draw on themes in the work of the late
   Donald Eric Capps with the aim of renewing the practices of hospitality,
   care, and friendship with `the other' in illuminating the experiences of
   families who have a child that is disabled. The essay incorporates the
   author's own experiences of living with a child who has disabilities and
   interacts with contemporary literature of disability studies in order to
   facilitate increased effectiveness in caring for families who are
   affected by disability. The article aims at fostering a deeper
   understanding of the issues surrounding the barriers and pitfalls to
   participation of children with disabilities and their families in life.
   The themes of acceptance, understanding and reciprocity are presented as
   catalysts for the cultivation of renewed practices of mature moral
   vision and commitment to care for `the other.'.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Zylla, PC (Reprint Author), McMaster Divin Coll, Hamilton, ON, Canada.
   Zylla, Phil C., McMaster Divin Coll, Hamilton, ON, Canada.}},
DOI = {{10.1007/s11089-016-0723-3}},
ISSN = {{0031-2789}},
EISSN = {{1573-6679}},
Keywords = {{Disability; Inclusion; Care; Children; Hospitality; Exclusion;
   Reciprocity; Donald Capps; Acceptance; Understanding; Friendship; Family}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Clinical; Psychology, Multidisciplinary}},
Author-Email = {{zyllap@mcmaster.ca}},
Cited-References = {{Barnes M. A., 2012, CHRISTIAN ED J 3, V9, P81.
   Bidwell D. R., 2009, J PASTORAL THEOLOGY, V19, P38, DOI 10.1179/jpt.2009.19.1.004.
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   Breeding M. L., 2007, CHRISTIAN ED J 3, V4, P279.
   Bunch W. H., 2001, J RELIG DISABILITY H, V5, P37.
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   Carroll D. W., 2013, FAMILIES CHILDREN DE.
   Conner BT, 2010, INT J CHILD SPIRITUA, V15, P331, DOI 10.1080/1364436X.2010.533479.
   Creamer DB, 2012, RELIG COMPASS, V6, P339, DOI 10.1111/j.1749-8171.2012.00366.x.
   Edgar-Smith S., 2013, J YOUTH MINISTRY, V11, P57.
   Eiesland N., 2002, OTHER SIDE, V38, P10.
   Howard M. A., 2013, WORD WORLD, V33, P275.
   McColl Mary Ann, 2009, J PASTORAL CARE COUN, V63, p{[}1, 3].
   Nuner J. E., 2013, FAMILY COMMUNITY MIN, V26, P97.
   OHANLON EE, 2013, {[}No title captured], V17, P42, DOI DOI 10.1080/15228967.2012.731874.
   Pohl Christine, 1999, MAKING ROOM RECOVERI.
   Poplin M., 2015, MINISTERING SPIRITUA, P181.
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   Volpe M. A., 2009, MODERN THEOL, V25, P491.
   Walton M. N., 2013, J PASTORAL CARE COUN, V67, P1.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Pastor. Psychol.}},
Doc-Delivery-Number = {{DU3YM}},
Unique-ID = {{ISI:000382148600010}},
DA = {{2020-03-18}},
}

@article{ ISI:000384428600011,
Author = {Pinheiro, Marina B. and Ho, Kevin K. and Ferreira, Manuela L. and
   Refshauge, Kathryn M. and Grunstein, Ron and Hopper, John L. and Maher,
   Christopher G. and Koes, Bart W. and Ordonana, Juan R. and Ferreira,
   Paulo H.},
Title = {{Efficacy of a Sleep Quality Intervention in People With Low Back Pain:
   Protocol for a Feasibility Randomized Co-Twin Controlled Trial}},
Journal = {{TWIN RESEARCH AND HUMAN GENETICS}},
Year = {{2016}},
Volume = {{19}},
Number = {{5}},
Pages = {{492-501}},
Month = {{OCT}},
Abstract = {{Poor sleep quality is highly prevalent in patients with low back pain
   (LBP) and is associated with high levels of pain, psychological
   distress, and physical disability. Studies have reported a bidirectional
   relationship between sleep problems and intensity of LBP. Accordingly,
   effective management of LBP should address sleep quality. In addition,
   genetics has been found to significantly affect the prevalence of both
   LBP and insomnia. Our study aims to establish the feasibility of a trial
   exploring the efficacy of a web-based sleep quality intervention in
   people with LBP, with the genetic influences being controlled for. 30
   twins (15 complete pairs) with subacute or chronic LBP (>6 weeks) will
   be recruited from the Australian Twin Registry. Participants will be
   randomly assigned to one of the two groups with each twin within a pair
   receiving either an interactive web-based sleep intervention based on
   cognitive behavioral therapy principles (intervention) or a web-based
   education program (control) for 6 weeks. The feasibility of the trial
   will be investigated with regard to recruitment rate, feasibility of
   data collection and outcome measure completion, contamination of
   intervention, acceptability and experience of intervention, and sample
   size requirement for the full trial. Patient outcomes will be collected
   electronically at baseline, immediately post-treatment, and at 3-months'
   follow-up post-randomization. This trial employs a robust design that
   will effectively control for the influence of genetics on treatment
   effect. Additionally, this study addresses sleep quality, a significant
   but under-explored issue in LBP. Results will inform the design and
   implementation of the definitive trial.}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pinheiro, MB (Reprint Author), Univ Sydney, Fac Hlth Sci, 75 East St, Sydney, NSW 2141, Australia.
   Pinheiro, Marina B.; Ho, Kevin K.; Refshauge, Kathryn M.; Ferreira, Paulo H., Univ Sydney, Fac Hlth Sci, 75 East St, Sydney, NSW 2141, Australia.
   Ferreira, Manuela L., Univ Sydney, George Inst Global Hlth, Sydney, NSW, Australia.
   Ferreira, Manuela L., Univ Sydney, Sydney Med Sch, Kolling Inst, Inst Bone \& Joint Res, Sydney, NSW, Australia.
   Grunstein, Ron, Univ Sydney, Woolcock Inst Med Res, Ctr Sleep \& Chronobiol, CIRUS, Sydney, NSW, Australia.
   Grunstein, Ron, Royal Prince Alfred Hosp, Camperdown, NSW, Australia.
   Hopper, John L., Univ Melbourne, Melbourne Sch Populat \& Global Hlth, Ctr Epidemiol \& Biostat, Melbourne, Vic, Australia.
   Maher, Christopher G., Univ Sydney, Sydney Med Sch, George Inst Global Hlth, Sydney, NSW, Australia.
   Koes, Bart W., Erasmus MC, Dept Gen Practice, Rotterdam, Netherlands.
   Ordonana, Juan R., Univ Murcia, Dept Human Anat \& Psychobiol, Murcia Twin Registry, Murcia, Spain.
   Ordonana, Juan R., Univ Murcia, IMIB Arrixaca, Murcia, Spain.}},
DOI = {{10.1017/thg.2016.67}},
ISSN = {{1832-4274}},
EISSN = {{1839-2628}},
Keywords = {{low back pain; sleep; insomnia; twins; cognitive behavioral therapy;
   internet; online; feasibility}},
Keywords-Plus = {{COGNITIVE-BEHAVIORAL THERAPY; MORRIS DISABILITY QUESTIONNAIRE; CHRONIC
   INSOMNIA; OLDER-ADULTS; TWIN PAIRS; METAANALYSIS; EXERCISE;
   OSTEOARTHRITIS; CREDIBILITY; INTENSITY}},
Research-Areas = {{Genetics \& Heredity; Obstetrics \& Gynecology}},
Web-of-Science-Categories  = {{Genetics \& Heredity; Obstetrics \& Gynecology}},
Author-Email = {{mdeb9852@uni.sydney.edu.au}},
ResearcherID-Numbers = {{Ferreira, Paulo H/N-3061-2017
   Maher, Christopher/AAC-6267-2019
   Maher, Chris G/G-9682-2014
   Koes, Bart w/K-4614-2016
   Ordonana, Juan R./M-1196-2014
   }},
ORCID-Numbers = {{Ferreira, Paulo H/0000-0002-5861-7770
   Maher, Chris G/0000-0002-1628-7857
   Koes, Bart w/0000-0002-0450-9969
   Ordonana, Juan R./0000-0001-7779-6017
   Ho, Kevin/0000-0003-2438-3467
   refshauge, kathryn/0000-0002-8127-6847}},
Funding-Acknowledgement = {{Sydney Medical Foundation/Sydney Medical School; ReumaFonds {[}LLP-19]}},
Funding-Text = {{Sleepio Limited for providing the web-based CBT intervention. The
   Australian Twins Registry for their assistance in the recruitment
   process. Trial registration: Australian New Zealand Clinical Trials
   Registry: ACTRN12615000672550. This research received no specific grant
   from any funding agency, commercial or not-for-profit sectors. MLF is
   supported by Sydney Medical Foundation/Sydney Medical School.}},
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Number-of-Cited-References = {{53}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{19}},
Journal-ISO = {{Twin Res. Hum. Genet.}},
Doc-Delivery-Number = {{DX5NV}},
Unique-ID = {{ISI:000384428600011}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000383036300002,
Author = {McPherson, Amy C. and King, Gillian and Rudzik, Alanna and Kingsnorth,
   Shauna and Gorter, Jan Willem and Ontario Independence Program Res O},
Title = {{Optimizing life success through residential immersive life skills
   programs for youth with disabilities: study protocol of a mixed-methods,
   prospective, comparative cohort study}},
Journal = {{BMC PEDIATRICS}},
Year = {{2016}},
Volume = {{16}},
Month = {{SEP 6}},
Abstract = {{Background: Young people with disabilities often lag behind their
   typically developing peers in the achievement of adult roles, which has
   been attributed to a lack of opportunities to develop critical life
   skills. Residential Immersive Life Skills (RILS) programs provide
   situated learning opportunities to develop life skills alongside peers
   and away from home in real-world settings. Retrospective research
   suggests that attending RILS programs is a transformative experience
   that empowers youth, provides parental hope, and increases service
   provider expertise. However, prospective, comparative research is needed
   to determine longer term benefits of these programs on youth life
   trajectories, in addition to exploring the program features and
   participant experiences that optimize program success. This protocol
   describes a 5-year, multi-site prospective study examining the effects
   of RILS programs for youth with disabilities.
   Methods: The study involves RILS programs at three sites in Ontario,
   Canada. Cohorts of treatment and control groups will receive the study
   protocol over 3 successive years. Thirty English-speaking participants
   aged 14-21 years with a child-onset disability and the cognitive
   capacity to engage in goal setting will be recruited every year for 3
   years in the following groups: youth attending a RILS program (Group A);
   a deferred RILS control group of youth (Group B); a control group of
   youth attending a non-residential life skills program (Group C); and a
   control group matched on age, diagnoses, and cognitive capacity not
   receiving any life skills intervention (Group D). All participants will
   complete measures of self-determination and self-efficacy at four time
   points. Program opportunities and experiences will also be assessed
   in-the-moment at the RILS programs. Qualitative interviews pre-program
   and at 3-and 12-months post-program will be undertaken with a sub-sample
   of youth and parents to explore their expectations and experiences.
   Discussion: This study will address key gaps in the literature
   pertaining to the long-term impact of RILS programs and the role of
   immersive environments in shaping youth outcomes and experiences. Our
   research program aims to uncover transferable processes and essential
   features by which RILS programs have their effects on attitudes,
   cognitions, and behaviour.}},
Publisher = {{BMC}},
Address = {{CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{McPherson, AC (Reprint Author), Holland Bloorview Kids Rehabil Hosp, Bloorview Res Inst, 150 Kilgour Rd, Toronto, ON M4G 1R8, Canada.
   McPherson, AC (Reprint Author), Univ Toronto, Dalla Lana Sch Publ Hlth, Toronto, ON, Canada.
   McPherson, AC (Reprint Author), Univ Toronto, Rehabil Sci Inst, Toronto, ON, Canada.
   McPherson, Amy C.; King, Gillian; Rudzik, Alanna; Kingsnorth, Shauna, Holland Bloorview Kids Rehabil Hosp, Bloorview Res Inst, 150 Kilgour Rd, Toronto, ON M4G 1R8, Canada.
   McPherson, Amy C., Univ Toronto, Dalla Lana Sch Publ Hlth, Toronto, ON, Canada.
   McPherson, Amy C., Univ Toronto, Rehabil Sci Inst, Toronto, ON, Canada.
   King, Gillian; Kingsnorth, Shauna, Univ Toronto, Dept Occupat Sci \& Occupat Therapy, Toronto, ON, Canada.
   Gorter, Jan Willem, McMaster Univ, CanChild Ctr Childhood Disabil Res, Dept Pediat, Hamilton, ON, Canada.}},
DOI = {{10.1186/s12887-016-0694-7}},
Article-Number = {{153}},
ISSN = {{1471-2431}},
Keywords = {{Life skills; Transitions; Disabilities; Youth; Protocol; Adulthood;
   Qualitative research; Environment; Therapy; Self-determination;
   Self-efficacy}},
Keywords-Plus = {{SERVICE PROVIDERS PERCEPTIONS; SELF-DETERMINATION SKILLS;
   QUALITY-OF-LIFE; PHYSICAL-DISABILITY; ADOLESCENTS; SCHOOL;
   OPPORTUNITIES; EFFICACY; STUDENTS}},
Research-Areas = {{Pediatrics}},
Web-of-Science-Categories  = {{Pediatrics}},
Author-Email = {{amcpherson@hollandbloorview.ca}},
ResearcherID-Numbers = {{Rudzik, Alanna EF/F-4289-2012
   }},
ORCID-Numbers = {{Rudzik, Alanna EF/0000-0003-2263-5376
   Kingsnorth, Shauna/0000-0002-2051-7221
   McPherson, Amy/0000-0003-4186-3200}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council {[}435-2014-0654]}},
Funding-Text = {{Funding for the study has been provided by the Social Sciences and
   Humanities Research Council (\#435-2014-0654). The funder played no part
   in the design of the study, collection, analysis, and interpretation of
   data or in writing the manuscript.}},
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Number-of-Cited-References = {{51}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{18}},
Journal-ISO = {{BMC Pediatr.}},
Doc-Delivery-Number = {{DV6ID}},
Unique-ID = {{ISI:000383036300002}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000398198100005,
Author = {Howe, Blake},
Title = {{Music and the Agents of Obsession}},
Journal = {{MUSIC THEORY SPECTRUM}},
Year = {{2016}},
Volume = {{38}},
Number = {{2}},
Pages = {{218-240}},
Month = {{FAL}},
Abstract = {{Formed in the late eighteenth century, medical theories of obsession
   divided the mind into two components: rational thought and a stubborn
   fixation. Contemporaneous with the emergence of this medical model of
   mental pathology, an evocative musical topos of dueling agencies-in
   which a note or group of notes is stuck, repeating itself within a
   shifting harmonic context-has been used by composers to depict these
   obsessional spaces in musical terms. Three compositions, each positioned
   at different moments within the history of obsession, demonstrate
   various ways in which each agent may interact with the other: the
   obsessive agent may be rehabilitated (as in Gaetano Brunetti's
   programmatic symphony Il maninatico {[}1780], from an era before
   psychiatry's radical reconceptualization of the mind), the rational
   agent may accommodate the obsessive agent (as in Peter Cornelius's ``Ein
   Ton{''} {[}1854], a reflection of the nineteenth century's
   ``democratization of madness{''} {[}Davis 2009]), or the obsessive agent
   may assume total control of the musical discourse (as in Britten's
   Rejoice in the Lamb {[}1943], a tale of madness for a Freudian age).}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Howe, B (Reprint Author), Louisiana State Univ, Musicol, Baton Rouge, LA 70803 USA.
   Howe, Blake, Louisiana State Univ, Musicol, Baton Rouge, LA 70803 USA.}},
DOI = {{10.1093/mts/mtw014}},
ISSN = {{0195-6167}},
EISSN = {{1533-8339}},
Keywords = {{agency; gesture; repetition; psychiatry; Disability Studies; Andrew
   Harper; Gaetano Brunetti; Peter Cornelius; Benjamin Britten}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Music}},
Web-of-Science-Categories  = {{Music}},
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Number-of-Cited-References = {{79}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Music Theory Spectr.}},
Doc-Delivery-Number = {{EQ6NG}},
Unique-ID = {{ISI:000398198100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000393679300009,
Author = {Kim-Bossard, MinSoo},
Title = {{Righting educational wrongs: Disability studies in law and education}},
Journal = {{CONTEMPORARY ISSUES IN EARLY CHILDHOOD}},
Year = {{2016}},
Volume = {{17}},
Number = {{3}},
Pages = {{352-354}},
Month = {{SEP}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Kim-Bossard, M (Reprint Author), Coll New Jersey, Ewing Township, NJ 08618 USA.
   Kim-Bossard, MinSoo, Coll New Jersey, Ewing Township, NJ 08618 USA.}},
DOI = {{10.1177/1463949116661124}},
ISSN = {{1463-9491}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Kanter A.S, 2013, RIGHTING ED WRONGS D.
   MINOW M, 1990, MAKING ALL DIFFERENC.
   Preiser W. F. E., 2011, UNIVERSAL DESIGN HDB.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Contemp. Iss. Early Child.}},
Doc-Delivery-Number = {{EK1IP}},
Unique-ID = {{ISI:000393679300009}},
DA = {{2020-03-18}},
}

@article{ ISI:000391278200012,
Author = {Santamaria Fernandez, Raul and Ruiz Sanchis, Laura and Manuel Puchalt,
   Jose and Ros Ros, Concepcion and Martin Ruiz, Julio},
Title = {{Inclusion in the classrooms of physical education. Study of cases}},
Journal = {{SPORTIS-SCIENTIFIC TECHNICAL JOURNAL OF SCHOOL SPORT PHYSICAL EDUCATION
   AND PSYCHOMOTRICITY}},
Year = {{2016}},
Volume = {{2}},
Number = {{3}},
Pages = {{496-514}},
Month = {{SEP}},
Abstract = {{In a short time we have moved from the paradigm of integration where
   students with and without disabilities study with a differentiated
   curriculum, the paradigm of inclusion where students share the same
   curriculum. The objective of the present study is to examine how the
   inclusion in the area of Physical Education in the educational center is
   carried out through the methodology of case study centered on 2 students
   of the Juan Comenius Center with Cerebral Palsy (PC). The research
   instrument has been the semi-structured interview. Seven people who are
   part of the inclusive process have been interviewed; 2 physical
   education teachers, the director, the head of primary education, the
   parents of students with disabilities and the 2 students with PC. The
   results show that management and teachers are committed to the inclusion
   of students with special educational needs (ACNEE) derived from
   disability in the classroom using curricular adaptations,
   psychopedagogical reports and a sensitization of students. However,
   there is no offer of training for teachers to increase their knowledge
   about ACNEE, parents do not maintain direct contact with Physical
   Education teachers and they do not know what their children are doing in
   these classes.}},
Publisher = {{UNIV CORUNA, SERVICIO PUBLICACIONS}},
Address = {{CAMPUS DE ELVINA, CORUNA, 15071, SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Fernandez, RS (Reprint Author), Univ Catolica Valencia, Valencia, Spain.
   Santamaria Fernandez, Raul; Ruiz Sanchis, Laura; Manuel Puchalt, Jose; Ros Ros, Concepcion; Martin Ruiz, Julio, Univ Catolica Valencia, Valencia, Spain.}},
DOI = {{10.17979/sportis.2016.2.3.1511}},
ISSN = {{2386-8333}},
Keywords = {{Inclusion; PupilswithSpecialNeedsEducation; PhysicalEducation; Cerebral
   Palsy}},
Keywords-Plus = {{CEREBRAL-PALSY; PREVALENCE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{rasanfer@mail.ucv.es}},
ResearcherID-Numbers = {{Ruiz-Sanchis, Laura/AAE-8583-2019
   Martin, Julio/AAE-6363-2019}},
ORCID-Numbers = {{Ruiz-Sanchis, Laura/0000-0003-0565-3329
   Martin, Julio/0000-0001-5089-8427}},
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Number-of-Cited-References = {{18}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{20}},
Journal-ISO = {{Sportis}},
Doc-Delivery-Number = {{EG8AP}},
Unique-ID = {{ISI:000391278200012}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000388740300004,
Author = {Dohmen, Josh},
Title = {{Disability as Abject: Kristeva, Disability, and Resistance}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2016}},
Volume = {{31}},
Number = {{4}},
Pages = {{762-778}},
Month = {{FAL}},
Abstract = {{In this essay, I develop an account of disability exclusion that, though
   inspired by Julia Kristeva, diverges from her account in several
   important ways. I first offer a brief interpretation of Kristeva's
   essays ``Liberty, Equality, Fraternity and ... Vulnerability{''} and ``A
   Tragedy and a Dream: Disability Revisited{''} and, using this
   interpretation, I assess certain criticisms of Kristeva's position made
   by Jan Grue in his ``Rhetorics of Difference: Julia Kristeva and
   Disability.{''} I then argue that Kristeva's concept of abjection,
   especially as developed by Sara Ahmed and Tina Chanter, offers important
   insights into disability oppression; Ahmed's and Chanter's contributions
   improve upon Kristeva's account. Understanding disability as abject
   helps to explain both resistances to interacting with disabled others
   and ways to resist disability oppression. Finally, I argue that
   understanding disability as abject is preferable to recent deployments
   of Lacanian theory in disability studies and that this account is
   compatible with social models of disability.}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Dohmen, J (Reprint Author), Univ West Georgia, Carrollton, GA 30118 USA.
   Dohmen, Josh, Univ West Georgia, Carrollton, GA 30118 USA.}},
DOI = {{10.1111/hypa.12266}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{jdohmen@westga.edu}},
Cited-References = {{Ahmed Sara, 2005, REVOLT AFFECT COLLEC.
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Number-of-Cited-References = {{23}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{ED3HN}},
Unique-ID = {{ISI:000388740300004}},
DA = {{2020-03-18}},
}

@article{ ISI:000387512100001,
Author = {Buscher, Monika and Sheller, Mimi and Tyfield, David},
Title = {{Mobility intersections: social research, social futures}},
Journal = {{MOBILITIES}},
Year = {{2016}},
Volume = {{11}},
Number = {{4, SI}},
Pages = {{485-497}},
Month = {{SEP}},
Abstract = {{This special issue seeks to deepen conversations at the intersections
   between mobilities research and a number of adjacent fields.
   Contributions explore how mobilities research has emerged and travelled
   along with a range of approaches concerned with the lived production of
   socio-material orders, such as science and technology studies,
   non-representational and feminist theory, critical and speculative
   design and cosmopolitanism, to name but a few, while also intersecting
   with many applied fields, such as transport planning and policy,
   disability studies, or disaster response. The field of mobilities
   research has grown by connecting different epistemological frames, and
   offering new post-disciplinary approaches to complex interconnected
   phenomena. In pausing to reflect on these mobility intersections, we
   suggest that mobilities research is integral to a broader project of
   transforming the social sciences that is currently underway.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Buscher, M (Reprint Author), Univ Lancaster, Ctr Mobil Res, Lancaster, England.
   Buscher, Monika; Tyfield, David, Univ Lancaster, Ctr Mobil Res, Lancaster, England.
   Sheller, Mimi, Drexel Univ, Ctr Mobil Res \& Policy, Coll Arts \& Sci, Dept Sociol, Philadelphia, PA 19104 USA.}},
DOI = {{10.1080/17450101.2016.1211818}},
ISSN = {{1745-0101}},
EISSN = {{1745-011X}},
Keywords = {{Mobilities; intersections; intersectionality; post-disciplinary;
   affirmative critique}},
Keywords-Plus = {{TRANSITIONS; SECURITISATION; ANTHROPOCENE; PERSPECTIVE; MOVEMENT;
   SECURITY; PARADIGM; POLITICS; DESIGN; POLICY}},
Research-Areas = {{Geography; Transportation}},
Web-of-Science-Categories  = {{Geography; Transportation}},
Author-Email = {{m.buscher@lancaster.ac.uk}},
ResearcherID-Numbers = {{Sheller, Mimi/X-3023-2019
   }},
ORCID-Numbers = {{Sheller, Mimi/0000-0001-9097-9563
   Buscher, Monika/0000-0002-5581-1033}},
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Number-of-Cited-References = {{112}},
Times-Cited = {{13}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{18}},
Journal-ISO = {{Mobilities}},
Doc-Delivery-Number = {{EB6RJ}},
Unique-ID = {{ISI:000387512100001}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000387512100004,
Author = {Parent, Laurence},
Title = {{The wheeling interview: mobile methods and disability}},
Journal = {{MOBILITIES}},
Year = {{2016}},
Volume = {{11}},
Number = {{4, SI}},
Pages = {{521-532}},
Month = {{SEP}},
Abstract = {{In the past decade, a variety of mobile practices and mobile methods
   have been investigated and developed in mobilities research. Despite
   this great diversity, the mobile experiences of disabled people remain
   poorly represented in the literature. The points of intersection between
   mobilities and critical disability studies research are slowly getting
   the attention they deserve. In this article, I share some of the
   challenges and barriers I faced as a disabled researcher using a
   wheelchair and conducting wheeling interviews with 23 disabled people in
   Montreal and in New York City. Theorizing wheeling with a wheelchair as
   a mobile practice and wheeling interviews as a method disturbs how we
   think about and through walking.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Parent, L (Reprint Author), Concordia Univ, Crit Disabil Studies Working Grp, Montreal, PQ, Canada.
   Parent, Laurence, Concordia Univ, Crit Disabil Studies Working Grp, Montreal, PQ, Canada.}},
DOI = {{10.1080/17450101.2016.1211820}},
ISSN = {{1745-0101}},
EISSN = {{1745-011X}},
Keywords = {{Critical disability studies; wheelchair; mobilities; mobile methods}},
Keywords-Plus = {{MOBILITIES; PLACE}},
Research-Areas = {{Geography; Transportation}},
Web-of-Science-Categories  = {{Geography; Transportation}},
Author-Email = {{laurenceparent@gmail.com}},
Funding-Acknowledgement = {{Fonds de Recherche du Quebec - Societe et Culture; Mobile Media Lab
   (Montreal) at Concordia University}},
Funding-Text = {{I wish to acknowledge the support of the Fonds de Recherche du Quebec -
   Societe et Culture and the Mobile Media Lab (Montreal) based at
   Concordia University.}},
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   Saerberg S, 2010, SENSES SOC, V5, P364, DOI 10.2752/174589210X12753842356124.
   Sawchuk K., 2014, ROUTLEDGE HDB MOBILI, P570.
   Sheller M, 2006, ENVIRON PLANN A, V38, P207, DOI 10.1068/a37268.
   Solnit Rebecca, 2001, WANDERLUST HIST WALK.
   Spinney J, 2011, MOBILITIES-UK, V6, P161, DOI 10.1080/17450101.2011.552771.
   Taylor A., 2008, EXAMINED LIFE J BUTL.
   Wilkie F., 2014, PERFORMANCE TRANSPOR.
   Wolbring G., 2003, LIVING GENIE, P139.
   Nguyen XT, 2015, DISABIL SOC, V30, P773, DOI 10.1080/09687599.2015.1051515.
   Young S., 2014, ABC THE DRUM.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{18}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Mobilities}},
Doc-Delivery-Number = {{EB6RJ}},
Unique-ID = {{ISI:000387512100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000386905700002,
Author = {Yoshida, Karen K. and Self, Hazel and Willis, Heather},
Title = {{Values and Principles of Teaching Critical Disability Studies in a
   Physical Therapy Curriculum: Reflections from a 25-Year Journey - Part
   1: Critical Disability Studies Value Framework}},
Journal = {{PHYSIOTHERAPY CANADA}},
Year = {{2016}},
Volume = {{68}},
Number = {{4}},
Pages = {{315-318}},
Month = {{FAL}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Yoshida, KK (Reprint Author), Univ Toronto, Fac Med, Dept Phys Therapy, 160-500 Univ Ave, Toronto, ON M5G 1B7, Canada.
   Yoshida, Karen K., Univ Toronto, Dept Phys Therapy, Rehabil Sci Inst, Toronto, ON, Canada.
   Yoshida, Karen K., Univ Toronto, Dalla Lana Sch Publ Hlth, Social \& Behav Sci Div, Toronto, ON, Canada.
   Self, Hazel, West Pk Healthcare Ctr, Gage Transit Independent Living, Toronto, ON, Canada.
   Willis, Heather, Ryerson Univ, Off Equ Divers \& Inclus, Toronto, ON, Canada.}},
DOI = {{10.3138/ptc.68.4.GEE2}},
ISSN = {{0300-0508}},
EISSN = {{1708-8313}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{karen.yoshida@utoronto.ca}},
Cited-References = {{Block P, 2004, DISABIL STUD Q, V24.
   Charlton JI, 2000, NOTHING US US DISABI.
   CORKER M, 2002, DISABILITY POSTMODER.
   Cushing P, 2009, DISABIL STUD Q, V29.
   Davis L. J., 2013, END NORMAL IDENTITY.
   Heussman J, 2007, WORLD C PHYS THER JU.
   hooks b., 2000, FEMINIST THEORY MARG.
   LeFrancois B. A., 2013, MAD MATTERS CRITICAL.
   OToole C., 2013, DISABIL STUD Q, V33.
   Panitch M, 2009, DISABIL STUD Q, V29.
   PFEIFFER D, 1995, DISABIL SOC, V10, P475, DOI 10.1080/09687599550023462.
   Siebers Tobin, 2008, DISABILITY THEORY CO.
   SNYDER S, 2002, DISABILITY STUDIES E.
   Society for Disability Studies, 2016, DEF DIS.
   Titchkosky T., 2009, RETHINKING NORMALCY.
   Wendall Susan, 1996, REJECTED BODY FEMINI.
   WILLIAMS SJ, 1998, LIVED BODY SOCIOLOGI.}},
Number-of-Cited-References = {{17}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Physiother. Can.}},
Doc-Delivery-Number = {{EA8RH}},
Unique-ID = {{ISI:000386905700002}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000382173100002,
Author = {Zander, Michael},
Title = {{Disability studies: social exclusion a research subject}},
Journal = {{BUNDESGESUNDHEITSBLATT-GESUNDHEITSFORSCHUNG-GESUNDHEITSSCHUTZ}},
Year = {{2016}},
Volume = {{59}},
Number = {{9}},
Pages = {{1048-1052}},
Month = {{SEP}},
Abstract = {{The article presents disability studies and elaborates, as their central
   feature, the distinction between societal disability and impairment
   which can be described on an individual and medical level. Disability
   studies define disability as socially caused exclusion. Participation
   and inclusion, seen as sociopolitical control and counter-terms, do, in
   fact, have a different content, depending on usage and context. Using
   the example of the International Classification of Functioning (ICF) and
   the United Nations Convention on the Rights of Persons with Disabilities
   (UN CRPD), the respective understanding of disability is depicted.
   Against this background, the deficits of implementation of the UN CRPD,
   as criticized by the responsible UN Committee, are shown. Finally, a
   research agenda for disability studies is outlined, that deals with,
   among other things, implementation strategies and conflicts of interest
   in terms of inclusion, furthering widely unquestioned economic
   conditions and especially the negative impact of European austerity
   politics.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{German}},
Affiliation = {{Zander, M (Reprint Author), Hsch Magdeburg Stendal, Osterburger Str 25, D-39576 Stendal, Germany.
   Zander, Michael, Hsch Magdeburg Stendal, Osterburger Str 25, D-39576 Stendal, Germany.}},
DOI = {{10.1007/s00103-016-2394-8}},
ISSN = {{1436-9990}},
EISSN = {{1437-1588}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{michael.zander@hs-magdeburg.de}},
Cited-References = {{Abberley P., 1987, DISABILITY HANDICAP, V2, P5, DOI DOI 10.1080/02674648766780021.
   Barnes C., 2004, DISABLING BARRIERS E, P47.
   Bude H., 2015, INKLUSION WEGE TEILH, P37.
   Council of Europe, 2013, SAF HUM RIGHTS TIM E.
   DIMDI, 2005, INT KLASS BEH FUNKT.
   Gunther M, 2015, WIDERSPRUCHE, V138, P123.
   Hauben H., 2012, ASSESSING IMPACT EUR.
   Karanikolos M, 2013, LANCET, V381, P1323, DOI 10.1016/S0140-6736(13)60102-6.
   Marmot M, 2005, STATUS SYNDROME.
   Nullmeier F, 2015, INKLUSION WEGE TEILH, P92.
   Oliver M., 1996, UNDERSTANDING DISABI.
   Siller P, 2015, INKLUSION WEGE TEILH, P25.
   Stuckler D, 2014, SPARPROGRAMME TOTEN.
   Thomas Carol., 2004, DISABLING BARRIERS E, P21.
   UNESCO, 1994, SAL ERKL AKT PAD BES.
   UNESCO, 1994, SALAMANCA STATEMENT.
   Zander M, 2015, AUTONOMIE BEI AMBULA.
   Zander M, 2015, SOZIALMAGAZIN, V7, P32.}},
Number-of-Cited-References = {{18}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Bundesgesundheitsblatt-Gesund.}},
Doc-Delivery-Number = {{DU4HI}},
Unique-ID = {{ISI:000382173100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000383386800005,
Author = {Dell, Katharine J.},
Title = {{What Was Job's Malady?}},
Journal = {{JOURNAL FOR THE STUDY OF THE OLD TESTAMENT}},
Year = {{2016}},
Volume = {{41}},
Number = {{1}},
Pages = {{61-77}},
Month = {{SEP}},
Abstract = {{This article explores the nature of Job's malady on various levels,
   using insights from disability studies as they have been applied to
   other parts of the Hebrew Bible, but rarely Job. What was the nature of
   Job's skin disease? Beyond that, how should we assess Job's mental
   torment accompanying his physical illness, as part of a broader
   intertextual resonance of lament as known from certain Psalms? It is
   argued that it is Job's feelings of social exclusion that are a major
   aspect of his malady, a factor well attested in disability studies but
   often left out of account in traditional biblical studies evaluations,
   which tend to focus on moral issues. The relevance of the moral judgment
   of the friends who regard Job's disease as a punishment for sin is
   assessed. A fresh interpretation is offered of the strange omission of
   Job's restoration from illness from the Epilogue.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Dell, KJ (Reprint Author), Fac Divin, West Rd, Cambridge CB3 9BS, England.
   Dell, Katharine J., Fac Divin, West Rd, Cambridge CB3 9BS, England.}},
DOI = {{10.1177/0309089216628418}},
ISSN = {{0309-0892}},
EISSN = {{1476-6728}},
Keywords = {{Job; Epilogue; skin disease; disability studies; lament; social
   exclusion}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Cited-References = {{Barth Christoph, 1947, ERRETTUNG TODE INDIV.
   Bauks M., 2004, SBS, V203.
   Baumgartel Friedrich, 1933, BWANT, V61.
   Clements Ronald E., 1992, WISDOM IN THEOLOGY, P86.
   Crenshaw J, 2005, DEFENDING GOD BIBLIC.
   Dell K. J., 1991, BZAW, V197.
   Dell Katharine J., 2013, JOB SHALL WISDOM BE, P51.
   Duhm Bernhard, 1892, HAT, V3.
   Fohrer G, 1963, KAT, V16.
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   Greenstein EL, 2007, BRINGING HIDDEN LIGH, P63.
   Holscher G., 1937, HAT, V17.
   Kahn JH, 1975, JOBS ILLNESS LOSS GR.
   Keel Othmar, 1969, SBM, V7, P93.
   Kynes W., 2012, BZAW, V437.
   Moss CR, 2011, DISABILITY STUDIES AND BIBLICAL LITERATURE, P1.
   Newsom C., 1996, NEW INTERPRETERS BIB, VIV, P316.
   Newsom Carol A., 2003, BOOK JOB CONTEST MOR.
   RAPHAEL R, 2004, PERSPECTIVES RELIG S, V31, P399.
   Ruppert Lothar, 1972, FORSCHUNG ZUR BIBEL, V5.
   Schipper Jeremy, 2010, WORD WORLD, V30, P16.
   Seow C. L., 2001, NEW OXFORD ANNOTATED, P773.
   Weinfeld Moshe, 1988, J STUDY OLD TESTAM S, V48, P217.
   Westermann Claus, 1956, BHT, V23.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Stud. Old Testam.}},
Doc-Delivery-Number = {{DW1EW}},
Unique-ID = {{ISI:000383386800005}},
DA = {{2020-03-18}},
}

@article{ ISI:000440163200005,
Author = {Hartley, Michael T. and Mapes, Aimee C. and Taylor, Aryn and Bourgeois,
   Paul J.},
Title = {{Digital Media Education and Advocacy: Addressing Attitudes Toward
   Disability on College Campuses}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2016}},
Volume = {{29}},
Number = {{3, SI}},
Pages = {{239-247}},
Month = {{FAL}},
Abstract = {{As digital information becomes the preferred mode of communication,
   media applications have become an emerging context to address attitudes
   toward disability. This practice brief details digital media as one
   method to critically frame ableism on college campuses, promoting a more
   inclusive campus environment. Coordinated by the disability service
   office, faculty affiliated with a campus-wide disability collaborative
   used a Disability Studies framework to design a general education course
   that critiqued the social construction of disability in the media.
   Following the course, interviews with eight students illustrated the
   relevance of the curriculum as it sponsored emergent awareness and
   understanding of ableism. In particular, it became evident that exposure
   to first-person narratives of disability via social media were
   fundamental. Implications address how colleges and universities can use
   emergent digital media applications as a method to promote an
   undergraduate culture that is more welcoming to disability.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hartley, MT (Reprint Author), Univ Arizona, Tucson, AZ 85721 USA.
   Hartley, Michael T.; Mapes, Aimee C., Univ Arizona, Tucson, AZ 85721 USA.
   Taylor, Aryn, Univ Arizona, Rehabil Counseling, Tucson, AZ 85721 USA.
   Bourgeois, Paul J., Springfield Coll, Springfield, MA USA.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{Attitudes; disability; digital media; postsecondary education}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{mthartley@email.arizona.edu
   acmapes@email.arizona.edu
   aryntaylor@email.arizona.edu
   pbourgeois@springfieldcollege.edu}},
Cited-References = {{Agarwal N, 2015, J POSTSECOND EDUC DI, V28, P243.
   Baker KQ, 2012, J POSTSECOND EDUC DI, V25, P309.
   Blommaert J., 2005, DISCOURSE CRITICAL I.
   Brandt D, 2009, PALGRAVE ADV, P54.
   Buckingham D., 2013, MEDIA ED.
   Carra PR, 2009, INTERCULT EDUC, V20, P91, DOI 10.1080/14675980902922200.
   Chapin MH, 2013, J REHABIL, V79, P11.
   Corbin J. M., 2015, BASICS QUALITATIVE R.
   Davis Lennard J, 2006, DISABILITY STUDIES R.
   Dowrick PW, 2005, J VOCAT REHABIL, V22, P41.
   Fox AM, 2010, J POSTSECOND EDUC DI, V23, P39.
   Gabel SL, 2010, J POSTSECOND EDUC DI, V23, P65.
   Goggin G, 2003, DIGITAL DISABILITY.
   Gutierrez KD, 2008, READ RES QUART, V43, P148, DOI 10.1598/RRQ.43.2.3.
   Haller B., 2010, REPRESENTING DISABIL.
   Hartley MT, 2015, J REHABIL, V81, P42.
   Kroeger S, 2010, J POSTSECOND EDUC DI, V23, P3.
   Loewen G, 2010, J POSTSECOND EDUC DI, V23, P5.
   Maxwell JA, 2013, QUALITATIVE RES DESI.
   Murray C, 2014, J DIVERS HIGH EDUC, V7, P31, DOI 10.1037/a0035777.
   Pascarella E. T., 2005, COLL AFFECTS STUDENT.
   Reinhardt JD, 2014, DISABIL REHABIL, V36, P289, DOI 10.3109/09638288.2013.788219.
   Rembis MA, 2010, J POSTSECOND EDUC DI, V23, P19.
   Saldana J., 2013, CODING MANUAL QUALIT.
   Shannon CD, 2009, J REHABIL, V75, P11.}},
Number-of-Cited-References = {{25}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{VE7HP}},
Unique-ID = {{ISI:000440163200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000395305200002,
Author = {Voronka, Jijian},
Title = {{THE POLITICS OF `PEOPLE WITH LIVED EXPERIENCE' Experiential Authority
   and the Risks of Strategic Essentialism}},
Journal = {{PHILOSOPHY PSYCHIATRY \& PSYCHOLOGY}},
Year = {{2016}},
Volume = {{23}},
Number = {{3-4}},
Pages = {{189-201}},
Month = {{SEP-DEC}},
Abstract = {{This paper offers a theoretical exploration on the value of harnessing
   `people with lived experience of mental health issues' as an identity
   category to promote mental health social justice change. I engage
   longstanding feminist, postcolonial, and post-structural philosophical
   debates that have queried the possibilities, limits, and conditions of
   drawing on experience as expertise, and apply these debates to show what
   can happen when we rely on strategic essentialism under the rubric of
   `lived experience' to authorize our power. By doing so, I attend to how
   essentialized notions of lived experience risk effacing the material,
   ontological and epistemological differences among us that matter, and
   what such universalism can produce when we engage in research and
   knowledge production as `people with lived experience.'}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Voronka, J (Reprint Author), Univ Toronto, OISE, Dept Social Justice Educ, Toronto, ON, Canada.
   Voronka, J (Reprint Author), Ryerson Univ, Sch Disabil Studies, Toronto, ON, Canada.
   Voronka, J (Reprint Author), Mental Hlth Commission Canada, Ottawa, ON, Canada.
   Voronka, Jijian, Univ Toronto, OISE, Dept Social Justice Educ, Toronto, ON, Canada.
   Voronka, Jijian, Ryerson Univ, Sch Disabil Studies, Toronto, ON, Canada.
   Voronka, Jijian, Mental Hlth Commission Canada, Ottawa, ON, Canada.}},
DOI = {{10.1353/ppp.2016.0017}},
ISSN = {{1071-6076}},
EISSN = {{1086-3303}},
Keywords = {{Critical theory; disability studies; mad studies; recognition;
   representation; identity politics; lived experience; strategic
   essentialism}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
Author-Email = {{jiji.voronka@mail.utoronto.ca}},
Cited-References = {{Abbas J., 2014, DISABILITY INCARCERA, P121.
   Ahmed Sara, 2000, STRANGE ENCOUNTERS E.
   Alcoff LM, 2006, FUTURE MINOR STUD, P1.
   Alcoff Linda Martin, 1991, CULT CRIT, V20, P5, DOI DOI 10.2307/1354221.
   Althusser Louis, 1972, LENIN PHILOS OTHER E.
   Asad Talal, 1973, ANTHR COLONIAL ENCOU.
   Barker C., 2004, SAGE DICT CULTURAL S.
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   Kalathil J, 2013, MENTAL HEALTH SERVICE USERS IN RESEARCH: CRITICAL SOCIOLOGICAL PERSPECTIVES, P121.
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   Marcus M., 1986, ANTHR CULTURAL CRITI.
   MCDOWELL L, 1992, ANTIPODE, V24, P56, DOI 10.1111/j.1467-8330.1992.tb00428.x.
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   Ray Sangeeta, 2009, GAYATRI CHAKRAVORTY.
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   Razack Sherene, 2010, STATES RACE CRITICAL.
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   SAID EW, 1989, CRIT INQUIRY, V15, P205, DOI 10.1086/448481.
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   Spivak Gayatri Chakravorty, 1990, POSTCOLONIAL CRITIC.
   Tam L, 2013, MAD MATTERS CRITICAL, P281.
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   Voronka J, 2013, MAD MATTERS CRITICAL, P309.
   Voronka J., 2009, RADICAL PSYCHOL, V7, P1.
   Voronka J, 2014, SOC WORK MENT HEALTH, V12, P249, DOI 10.1080/15332985.2013.875504.
   Wallcraft J, 2009, HDB SERVICE USER INV.
   Weinstein J., 2010, MENTAL HLTH SERVICE.
   Willse Craig, 2015, VALUE HOMELESSNESS M.}},
Number-of-Cited-References = {{55}},
Times-Cited = {{18}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Philos. Psychiatr. Psychol.}},
Doc-Delivery-Number = {{EM4TG}},
Unique-ID = {{ISI:000395305200002}},
DA = {{2020-03-18}},
}

@article{ ISI:000437210000004,
Author = {Reiss, Benjamin},
Title = {{Sleeping while disabled, disabled while sleeping}},
Journal = {{SLEEP HEALTH}},
Year = {{2016}},
Volume = {{2}},
Number = {{3}},
Pages = {{187-190}},
Month = {{SEP}},
Abstract = {{This essay considers areas in which the study of sleep and sleep
   disorders might profit from the perspective of disability studies, as
   practiced in the humanities and social sciences. This interdisciplinary
   perspective considers the social and cultural dimensions of bodily and
   mental states and conditions that a particular society deems
   ``abnormal{''} or impaired, as well as the lived consequences of those
   determinations. Some sleep disorders are considered disabilities, but
   almost all disabilities entail some disruption from ``normal{''}
   sleeping patterns-whether because of physical pain, exhaustion, and
   emotional stress of facing obstacles in work and other areas of waking
   life, or challenging sleeping environments in which many disabled people
   live. Despite these disruptions, finding adequate nighttime care is
   often difficult for people with disabilities, and consequently, night is
   often when social isolation and vulnerability are most profound. In
   addition, caretakers themselves often find their own sleep profoundly
   disrupted, whether this occurs in a family setting or an institutional
   space. Finally, the essay suggests that a disability studies perspective
   can help us to see that disordered sleep-whether primary or secondary to
   a disabling condition-can both impact and be shaped by social
   relationships. (C) 2016 National Sleep Foundation. Published by Elsevier
   Inc. All rights reserved.}},
Publisher = {{ELSEVIER INC}},
Address = {{525 B STREET, STE 1900, SAN DIEGO, CA 92101-4495 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Reiss, B (Reprint Author), Emory Univ, Atlanta, GA 30322 USA.
   Reiss, Benjamin, Emory Univ, Atlanta, GA 30322 USA.}},
DOI = {{10.1016/j.sleh.2016.05.007}},
ISSN = {{2352-7218}},
EISSN = {{2352-7226}},
Keywords = {{Disabilities; Disability studies; Sleep; Temporality; Caretakers}},
Research-Areas = {{Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Clinical Neurology}},
Author-Email = {{breiss@emory.edu}},
Cited-References = {{Adams R., 2014, RAISING HENRY A MEMO.
   Adams Rachel, 2015, KEYWORDS DISABILITY.
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   Pullin G, 2009, DESIGN MEETS DISABILITY, P1.
   Shakespeare T., 2001, RES SOCIAL SCI DISAB, V2, P9, DOI DOI 10.1016/S1479-3547(01)80018-X.
   Shandra CL, 2014, DISABIL HEALTH J, V7, P325, DOI 10.1016/j.dhjo.2014.02.002.
   SHAPIRO JP, 1994, NO PITY PEOPLE DISAB.
   Siebers T., 2012, SEX DISABIL, P37, DOI DOI 10.1215/9780822394877.
   Stearns PN, 1996, J SOC HIST, V30, P345, DOI 10.1353/jsh/30.2.345.
   Wendell Susan, 2001, HYPATIA, V16, P17, DOI DOI 10.1111/J.1527-2001.2001.TB00751.X.
   Williams SJ, 2013, SOC SCI MED, V79, P40, DOI 10.1016/j.socscimed.2012.07.017.
   Wolf-Meyer M.J., 2012, SLUMBERING MASSES SL.}},
Number-of-Cited-References = {{28}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Sleep Health}},
Doc-Delivery-Number = {{VD5ZV}},
Unique-ID = {{ISI:000437210000004}},
DA = {{2020-03-18}},
}

@article{ ISI:000414418900010,
Author = {Schaffer, Talia},
Title = {{``Charlotte Bronte and Disability Studies{''}}},
Journal = {{VICTORIAN REVIEW-AN INTERDISCIPLINARY JOURNAL OF VICTORIAN STUDIES}},
Year = {{2016}},
Volume = {{42}},
Number = {{2, SI}},
Pages = {{265-269}},
Month = {{FAL}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Schaffer, T (Reprint Author), CUNY Queens Coll, English, Flushing, NY 11367 USA.
   Schaffer, Talia, CUNY Queens Coll, English, Flushing, NY 11367 USA.
   Schaffer, Talia, CUNY, Grad Ctr, New York, NY 10016 USA.}},
DOI = {{10.1353/vcr.2016.0062}},
ISSN = {{0848-1512}},
EISSN = {{1923-3280}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Cited-References = {{Bailin Miriam, 1994, SICKROOM VICTORIAN F.
   Bronte Charlotte, 1985, VILLETTE.
   Bronte Charlotte, 1847, J EYRE.
   Gabbard D. Christopher, 2012, MADWOMAN BLINDMAN JA, P91.
   Held V., 2006, ETHICS CARE PERSONAL.
   Hochschild A. R, 2003, MANAGED HEART COMMER.
   Marchbanks Paul, 2010, J LIT CULTURAL DISAB, V4, P55.
   Rodas Julia Miele, 2012, MADWOMAN BLINDMAN JA, P51.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Vic. Rev.}},
Doc-Delivery-Number = {{FL7HR}},
Unique-ID = {{ISI:000414418900010}},
DA = {{2020-03-18}},
}

@article{ ISI:000382792100002,
Author = {Hawkes, Nigel},
Title = {{Head injuries in youth are often linked to psychiatric disorders and
   disability, study finds}},
Journal = {{BMJ-BRITISH MEDICAL JOURNAL}},
Year = {{2016}},
Volume = {{354}},
Month = {{AUG 24}},
Publisher = {{BMJ PUBLISHING GROUP}},
Address = {{BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND}},
Type = {{News Item}},
Language = {{English}},
DOI = {{10.1136/bmj.i4642}},
Article-Number = {{i4642}},
ISSN = {{1756-1833}},
Research-Areas = {{General \& Internal Medicine}},
Web-of-Science-Categories  = {{Medicine, General \& Internal}},
Cited-References = {{Sariaslan A, 2016, PLOS MED, V13, DOI 10.1371/journal.pmed.1002103.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{BMJ-British Medical Journal}},
Doc-Delivery-Number = {{DV2ZZ}},
Unique-ID = {{ISI:000382792100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000383251900008,
Author = {Coduti, Wendy A. and Hayes, Jeffrey A. and Locke, Benjamin D. and Youn,
   Soo Jeong},
Title = {{Mental Health and Professional Help-seeking Among College Students With
   Disabilities}},
Journal = {{REHABILITATION PSYCHOLOGY}},
Year = {{2016}},
Volume = {{61}},
Number = {{3}},
Pages = {{288-296}},
Month = {{AUG}},
Abstract = {{Objective: Research has demonstrated that providing appropriate supports
   and services on campus can improve both mental health and academic
   outcomes for students with disabilities (Emerson, Honey, Madden, \&
   Llewellyn, 2009; Stumbo, Martin, \& Hedrick, 2009), but little is known
   about the specific mental health needs of this population. The purpose
   of this exploratory study, therefore, was to identify the mental health
   needs of college students with various types of disabilities. Method:
   Researchers analyzed data, collected by the Center for Collegiate Mental
   Health, of 5,696 students with, and without, disabilities who utilized
   counseling services on campuses in the 2013-14 academic year. A
   nonclinical (students not in counseling) sample of 1,620 students with,
   and without, disabilities was also explored. Results: Compared to
   students without disabilities, students with disabilities report more
   anxiety and academic-related distress, as well as higher rates of
   suicide ideation, suicide attempts, and nonsuicidal self-injury among
   both students in counseling and not in counseling. Conclusions: Although
   in certain areas students with disabilities show similar levels of
   distress as students without disabilities, students with disabilities
   have higher levels of distress in areas which could impact their
   academic success. Self-harming tendencies are higher for students with
   disabilities overall, but more so for specific disability types.
   Impact and Implications
   The current study is the first to examine mental health similarities and
   differences among students with and without disabilities in both the
   general campus population (i.e., a nonclinical sample) and students
   receiving counseling (i.e., a clinical sample). The study revealed that
   students with disabilities, in both clinical and nonclinical samples,
   had higher rates of suicide ideation, suicide attempts, and nonsuicidal
   self-injury, as well as more anxiety and academic distress. Outreach and
   education should be provided to college and university staff who have
   regular interaction with students with disabilities due to the
   relationship between students with disabilities and higher rates of
   self-harming thoughts and behaviors.}},
Publisher = {{EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC}},
Address = {{750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Coduti, WA (Reprint Author), Penn State Univ, Dept Educ Psychol Counseling \& Special Educ, 311 CEDAR, University Pk, PA 16802 USA.
   Coduti, Wendy A.; Hayes, Jeffrey A., Penn State Univ, Dept Educ Psychol Counseling \& Special Educ, 311 CEDAR, University Pk, PA 16802 USA.
   Locke, Benjamin D., Penn State Univ, Counseling \& Psychol Serv, University Pk, PA 16802 USA.
   Youn, Soo Jeong, Penn State Univ, Dept Psychol, University Pk, PA 16802 USA.}},
DOI = {{10.1037/rep0000101}},
ISSN = {{0090-5550}},
EISSN = {{1939-1544}},
Keywords = {{college students; disability; counseling; mental health; suicide}},
Keywords-Plus = {{1ST AID; ADOLESCENTS; PSYCHOLOGY; SERVICES; MODELS}},
Research-Areas = {{Psychology; Rehabilitation}},
Web-of-Science-Categories  = {{Psychology, Clinical; Rehabilitation}},
Author-Email = {{wac16@psu.edu}},
ResearcherID-Numbers = {{Hayes, Jeffrey/V-1585-2019
   Youn, Soo Jeong/X-4929-2019}},
ORCID-Numbers = {{Hayes, Jeffrey/0000-0003-4716-1015
   Youn, Soo Jeong/0000-0002-7528-5042}},
Cited-References = {{Ali M, 2011, J OCCUP REHABIL, V21, P199, DOI 10.1007/s10926-010-9266-0.
   American Psychological Association, 2010, AMERICAN PSYCHOLOGIC.
   Artman LK, 2010, PROF PSYCHOL-RES PR, V41, P442, DOI 10.1037/a0020864.
   Ball P., 2006, DISABILITY STUDIES Q.
   Belch H., 2004, J COLL STUDENT RETEN, V6, P3, DOI DOI 10.2190/MC5A-DHRV-1GHM-N0CD.
   Brand B., 2013, IMPROVING COLL CAREE.
   Center for Collegiate Mental Health, 2015, PUBL STA, V15-30.
   De Cesarei A, 2015, PSYCHOL REP, V116, P665, DOI 10.2466/15.PR0.116k26w9.
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   Foley-Nicpon M, 2012, J COUNS PSYCHOL, V59, P392, DOI 10.1037/a0028743.
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   Hartman-Hall HM, 2002, LEARN DISABILITY Q, V25, P263, DOI 10.2307/1511357.
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   McAleavey AA, 2012, J COUNS PSYCHOL, V59, P575, DOI 10.1037/a0029855.
   Mowbray CT, 2006, AM J ORTHOPSYCHIAT, V76, P226, DOI 10.1037/0002-9432.76.2.226.
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   Perkins R, 2002, PSYCHIAT B, V26, P295, DOI DOI 10.1192/PB.26.8.295.
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   Raue K., 2011, 2011018 NCES US DEP.
   Roessler RT, 2007, CAREER DEV TRANSIT E, V30, P158, DOI 10.1177/08857288070300030501.
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   Saariaho T, 2012, DISABIL REHABIL, V34, P1192, DOI 10.3109/09638288.2011.638031.
   SEIDMAN A, 2005, COLL STUDENT RETENTI.
   Seidman A, 2007, MINORITY STUDENT RET.
   Smart JF, 2006, J COUNS DEV, V84, P29, DOI 10.1002/j.1556-6678.2006.tb00377.x.
   Snyder T. D., 2015, 2015011 NCES US DEP.
   Stodden R. A., 2001, J VOCATIONAL REHABIL, V16, P189.
   Stumbo NJ, 2009, J VOCAT REHABIL, V30, P11, DOI 10.3233/JVR-2009-0449.
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   Trammell J., 2009, J POSTSECONDARY ED D, V22, P106.
   Webster D. D., 2004, CAREER DEV EXCEPTION, V27, P151, DOI DOI 10.1177/088572880402700203.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Rehabil. Psychol.}},
Doc-Delivery-Number = {{DV9HR}},
Unique-ID = {{ISI:000383251900008}},
DA = {{2020-03-18}},
}

@article{ ISI:000381753100001,
Author = {Young, Lisa Saville and Berry, Jessie},
Title = {{Slipping and holding minds: A psychosocial analysis of maternal
   subjectivity in relation to childhood disability}},
Journal = {{AFRICAN JOURNAL OF DISABILITY}},
Year = {{2016}},
Volume = {{5}},
Number = {{1}},
Month = {{JUL 26}},
Abstract = {{Background: This paper elucidates a methodological approach to interview
   text that tries to acknowledge the psychosocial nature of disability and
   thereby ensuring that empirical work in disability studies complements
   theoretical arguments already developed.
   Objectives: The aim of this study is to outline a psychosocial
   conceptualisation of maternal subjectivity in relation to childhood
   disability and to apply this conceptualisation as an analytic tool to
   segments of an interview with a mother of a child with physical and
   developmental disabilities.
   Method: Drawing on psychoanalysis and attachment literature alongside
   critical social psychology we take readers through the analysis of an
   interview extract with a particular mother. Through a fine grained
   analysis, we demonstrate the value of attending to the affective
   processes in and around the text rooted in the particular
   intersubjective exchange ('here and how') of the interview and the
   particular socio-historical context ('there and then') in which the
   mother, child and researcher are located.
   Findings: The reading draws attention to discourses that position this
   particular mother and her children in particular ways while also
   pointing to investments in these discourses such that these discourses
   are not purely social but play affective functions.
   Conclusion: This paper demonstrates the value of using multiple lenses
   to read the text, seeking to understand what is going on from within
   each lens (discursive/social, interpersonal, intrapsychic), while also
   seeking to disrupt this understanding as we take up the position of a
   different lens. This approach enables us to hold onto the complexity and
   locatedness of maternal subjectivity for mothers of children with
   disabilities.}},
Publisher = {{AOSIS}},
Address = {{POSTNET SUITE 55, PRIVATE BAG X22, TYGERVALLEY, CAPE TOWN, 00000, SOUTH
   AFRICA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Young, LS (Reprint Author), Rhodes Univ, Dept Psychol, Grahamstown, South Africa.
   Young, Lisa Saville; Berry, Jessie, Rhodes Univ, Dept Psychol, Grahamstown, South Africa.}},
DOI = {{10.4102/ajod.v5i1.266}},
Article-Number = {{UNSP a266}},
ISSN = {{2223-9170}},
EISSN = {{2226-7220}},
Keywords-Plus = {{DISABLED-CHILDREN; MOTHERS}},
Research-Areas = {{Health Care Sciences \& Services}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services}},
Author-Email = {{l.young@ru.ac.za}},
Cited-References = {{Ainsworth M. D. S., 1978, PATTERNS ATTACHMENT.
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   Maulik PK, 2007, PEDIATRICS, V120, pS1, DOI 10.1542/peds.2007-0043B.
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   Mobarak R, 2000, J PEDIATR PSYCHOL, V25, P427, DOI 10.1093/jpepsy/25.6.427.
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   Ryan S, 2008, DISABIL SOC, V23, P199, DOI 10.1080/09687590801953937.
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   Saville Young L., 2010, QUALITATIVE RES, V10, P1.
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   Shakespeare T., 2006, DISABILITY STUDIES R, P197, DOI DOI 10.2307/20141862.
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   Slade A, 2006, PSYCHOANAL INQ, V26, P640, DOI 10.1080/07351690701310698.
   Target M., 2002, AFFECT REGULATION ME.
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   World Health Organization, 2001, INT CLASS FUNCT DIS.}},
Number-of-Cited-References = {{47}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Afr. J. Disabil.}},
Doc-Delivery-Number = {{DT8PL}},
Unique-ID = {{ISI:000381753100001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000391034400008,
Author = {Romero, Rosalinda and Rosales, Merlin and Duran, Zaida and Brunstein,
   Soraya},
Title = {{Inclusion of students with disabilities to the experimental faculty of
   sciences of the University of Zulia}},
Journal = {{INTERACCION Y PERSPECTIVA}},
Year = {{2016}},
Volume = {{6}},
Number = {{2}},
Pages = {{232-259}},
Month = {{JUL-DEC}},
Abstract = {{University education has among its objectives the formation of critical
   citizens in accordance with human values such as equality, equity, and
   diversity. This is why universities, which are centennial institutions,
   cannot leave aside the task of opening their spaces to the attendance,
   learning, and participation of disabled people. In the face of such
   circumstances, the Experimental School Sciences (FEC) of the University
   of Zulia has promoted actions in favor of inclusion of disabled people.
   The present research describes inclusion of disability students to FEC,
   from a viewpoint of some actors involved. Through an empirical-inductive
   lens and a qualitative methodology, four key actors were interviewed, a
   disabled student, a professor, apparent, and a librarian clerk, in order
   to gather their experiences with regards to inclusion in the university.
   Several positive elements were detected, such as professors' interest
   and positive perception; easy admittance into LUZ; collaboration of
   directors and professors; parents' support, protection, and awareness;
   and improvements in infrastructural accessibility. Certain obstacles
   were also detected such as professors' lack of training in diversity
   within the classroom; disabled students' need to socialize with peers;
   further improvements in accessibility to external and common areas; and
   appropriate tools for truly accessible libraries. We can thus conclude
   that the task of disabled students' inclusion within LUZ's Experimental
   School of Science is a fact, even with all the needs to improve for
   achieving a permanently successful process.}},
Publisher = {{UNIV ZULIA, FAC CIENCIAS JURIDICAS \& POLITICAS}},
Address = {{AV 4 BELLAVISTA CON CALLE 74, EDIF FUNDALUZ, PISOS 10 \& 4, MARACAIBO,
   4002, VENEZUELA}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Romero, R (Reprint Author), Univ Zulia, Fac Expt Ciencias, Oficina Serv Tecn Estudiantiles Orientac, Maracaibo, Zulia, Venezuela.
   Romero, Rosalinda, Univ Zulia, Fac Expt Ciencias, Oficina Serv Tecn Estudiantiles Orientac, Maracaibo, Zulia, Venezuela.
   Rosales, Merlin; Duran, Zaida; Brunstein, Soraya, Univ Zulia, Maracaibo, Zulia, Venezuela.}},
ISSN = {{2244-808X}},
Keywords = {{Inclusion; university; students; disability; higher education}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{rosalindaromerog@gmail.com}},
Cited-References = {{Ainscow M, 2006, IMPROV LEARN TLRP, P1.
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   Victor Lopez, 2006, NECESIDADES APOYO SA, P274.}},
Number-of-Cited-References = {{52}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Interaccion Perspect.}},
Doc-Delivery-Number = {{EG4SQ}},
Unique-ID = {{ISI:000391034400008}},
DA = {{2020-03-18}},
}

@article{ ISI:000390416700006,
Author = {Klein, Anne},
Title = {{CONSUMED WORKERS - DISABLED BODIES. HISTORICAL KNOWLEDGE FORMATION AFTER
   THE CULTURAL TURN}},
Journal = {{ASCLEPIO-REVISTA DE HISTORIA DE LA MEDICINA Y DE LA CIENCIA}},
Year = {{2016}},
Volume = {{68}},
Number = {{2}},
Month = {{JUL-DEC}},
Abstract = {{Some recent OECD-studies tackle new psychosomatic symptoms in the
   context of work. So we find the paradoxical situation, that although the
   state of health and well-being in societies grows, statistics show
   growing rates of burn-out syndroms together with uneasiness, addiction
   and non-functioning. One in five workers suffer from a mental illness,
   such as depression or anxiety, and many more are struggling to cope. In
   a closer reading we can see, that the social-medical model still
   dominates this actual policy research, although the cultural model has
   gained growing recognition in the last fifteen years. But we find a
   double blank spot with relevance for historical knowledge formation: On
   the one side, studies on work that use the tool set of cultural studies
   can rarely be found. On the other side, disability studies that work
   with the cultural model are rarely tackling the working subject.
   Starting from this analytical point, this contribution wants to
   stimulate historical knowledge formation on the working subject. The
   epistemic perspective of this study is coined by the cultural model of
   disability; the methodology is based on the visual, the spatial and the
   linguistic turn. In studying historical artefacts like film scenes or
   juridical definitions, we can come to a closer understanding of how we
   conceptualise human beings. The thesis is, that during the 20th-century
   the changing ``microphysics of power{''} (Foucault) produced new forms
   of subjectivation: Either, workers tried to assimilate to the ``machine
   rhythms{''} or they uttered their needs in ``embodied dissent{''}. There
   are multilayered facets in between. I want to develop the argumentation
   that the body/mind-centering seems to be at the heart of the postfordist
   transformation. The article concludes by underlining the possibility to
   read bodies as a source, an approach Bryan S. Turner has theorized in
   his article ``Disability and the Sociology of the Body{''}.}},
Publisher = {{CONSEJO SUPERIOR INVESTIGACIONES CIENTIFICAS-CSIC}},
Address = {{VITRUVIO 8, 28006 MADRID, SPAIN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Klein, A (Reprint Author), Univ Cologne, Fac Human Sci, Cologne, Germany.
   Klein, Anne, Univ Cologne, Fac Human Sci, Cologne, Germany.}},
DOI = {{10.3989/asclepio.2016.22}},
Article-Number = {{150}},
ISSN = {{0210-4466}},
EISSN = {{1988-3102}},
Keywords = {{Health; Disability; Historical Knowledge Formation; Cultural Turns}},
Keywords-Plus = {{BODY}},
Research-Areas = {{History \& Philosophy of Science}},
Web-of-Science-Categories  = {{History \& Philosophy Of Science}},
Author-Email = {{anne.klein@uni-koeln.de}},
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Number-of-Cited-References = {{101}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Asclepio}},
Doc-Delivery-Number = {{EF6CE}},
Unique-ID = {{ISI:000390416700006}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000387062600001,
Author = {Collins, Kathleen and Ferri, Beth},
Title = {{Literacy Education and Disability Studies: Reenvisioning Struggling
   Students}},
Journal = {{JOURNAL OF ADOLESCENT \& ADULT LITERACY}},
Year = {{2016}},
Volume = {{60}},
Number = {{1}},
Pages = {{7-12}},
Month = {{JUL}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Collins, K (Reprint Author), Penn State Univ, Dept Curriculum \& Instruct, Language Culture \& Soc Program, University Pk, PA 16802 USA.
   Collins, Kathleen, Penn State Univ, Dept Curriculum \& Instruct, Language Culture \& Soc Program, University Pk, PA 16802 USA.
   Ferri, Beth, Syracuse Univ, Sch Educ, Inclus Educ \& Disabil Studies, Syracuse, NY 13244 USA.}},
DOI = {{10.1002/jaal.552}},
ISSN = {{1081-3004}},
EISSN = {{1936-2706}},
Keywords-Plus = {{SOCIAL CONSTRUCTION; LANGUAGE; ABILITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{kathleen@psu.edu
   baferri@syr.edu}},
ORCID-Numbers = {{Ferri, Beth/0000-0002-6789-8826}},
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Number-of-Cited-References = {{22}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Adolesc. Adult Lit.}},
Doc-Delivery-Number = {{EB0UX}},
Unique-ID = {{ISI:000387062600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000379742000003,
Author = {Kabuto, Bobbie},
Title = {{The Social Construction of a Reading (Dis)Ability}},
Journal = {{READING RESEARCH QUARTERLY}},
Year = {{2016}},
Volume = {{51}},
Number = {{3}},
Pages = {{289-304}},
Month = {{JUL-SEP}},
Abstract = {{This article highlights one mother-son case study that was part of a
   larger study, Revaluing Readers and Families (Kabuto, , ). Here the
   author focuses on how the mother, Terry, interpreted her 7-year-old son
   Peter's oral reading performances and how her interpretation led her to
   construct a label around a reading disability. Study data include
   interviews, observations of parent-child interactions, oral readings and
   retellings, and family retrospective miscue analysis. Data were analyzed
   using miscue analysis procedures to examine reading behaviors and also
   discourse analysis to study how language mediated the construction of
   and defended the culture of a reading disability within the family.
   Framed by a sociocultural-historical theoretical foundation, the
   findings illustrate how Terry interpreted Peter's reading ability within
   a transgenerational space, which is a convergence zone so the past,
   present, and future come together to create a new space, or a living
   cultural space, that transcends the immediate moment. Results and
   findings from this mother-son case study question the nature and root of
   Peter's struggles with reading, moving it from being localized in the
   person to being a part of a social matrix defining a culture for the
   family. The author concludes by revisiting the concept of reading
   ability and addressing the implications of this research.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kabuto, B (Reprint Author), CUNY Queens Coll, Literacy Educ, Flushing, NY 11367 USA.
   Kabuto, Bobbie, CUNY Queens Coll, Literacy Educ, Flushing, NY 11367 USA.}},
DOI = {{10.1002/rrq.135}},
ISSN = {{0034-0553}},
EISSN = {{1936-2722}},
Keywords = {{Family literacy; Research methodology; Case study; Discourse analysis;
   Theoretical perspectives; Sociocultural; Early childhood; Adult}},
Keywords-Plus = {{INTERVENTION; DISABILITIES; CHILDREN; FAMILY}},
Research-Areas = {{Education \& Educational Research; Psychology}},
Web-of-Science-Categories  = {{Education \& Educational Research; Psychology, Educational}},
Author-Email = {{bobbie.kabuto@qc.cuny.edu}},
Funding-Acknowledgement = {{PSC-CUNY Research Foundation {[}64628-00]}},
Funding-Text = {{This research was supported in part by a PSC-CUNY Research Foundation
   grant (64628-00). I would like to acknowledge Luis Landivar for his
   instrumental role in developing the conceptual representation of the
   transgenerational model presented in this article.}},
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Number-of-Cited-References = {{52}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Read. Res. Q.}},
Doc-Delivery-Number = {{DR2NU}},
Unique-ID = {{ISI:000379742000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000377932000002,
Author = {Wang, Xiao-lei and Eberhard, Dominique and Voron, Mike and Bernas, Ronan},
Title = {{Helping students with cognitive disabilities improve social writing
   skills through email modeling and scaffolding}},
Journal = {{EDUCATIONAL STUDIES}},
Year = {{2016}},
Volume = {{42}},
Number = {{3}},
Pages = {{252-268}},
Month = {{JUL}},
Abstract = {{The purpose of this study is to examine the effects of email modeling
   and scaffolding on the social writing quality of students with cognitive
   disabilities. Ten students from a university-affiliated lab school (mean
   age=19.3; SD=1.2) with an average of IQ of 55.30 (SD=5.98) and 10
   teacher candidates in a university teacher education programme
   participated in the study. The results suggest that all students with
   intellectual disabilities were able to holistically improve their social
   writing quality after exchanging emails with mature writers over a
   period of 15 weeks. Specifically, the students progressively showed
   various degrees of improvement in the areas of writing mechanics,
   lexical and syntactic complexity, writing cohesion, pragmatic propriety
   and writing motivation. However, the figurative use of language remained
   unaffected by the email modeling and scaffolding. Taken together, this
   study suggests that Internet-mediated formats, such as email, can reduce
   the anxiety of students with intellectual disabilities. Students feel
   more motivated to engage in writing and do so more actively in social
   media exchanges, thus improving their virtual social communication
   skills through writing. Teaching implications of this study are
   discussed.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wang, XL (Reprint Author), Pace Univ, Sch Educ, Pleasantville, NY USA.
   Wang, Xiao-lei, Pace Univ, Sch Educ, Pleasantville, NY USA.
   Eberhard, Dominique, Johns Hopkins Univ, Krieger Sch Arts \& Sci, Baltimore, MD USA.
   Voron, Mike, Pace Univ, Pleasantville Lab Sch, Pleasantville, NY USA.
   Bernas, Ronan, Eastern Illinois Univ, Dept Psychol, Charleston, IL 61920 USA.}},
DOI = {{10.1080/03055698.2016.1160825}},
ISSN = {{0305-5698}},
EISSN = {{1465-3400}},
Keywords = {{Students with cognitive disability; email modeling and scaffolding;
   social writing improvement; pre-service teachers and student interaction}},
Keywords-Plus = {{INSTRUCTION; TECHNOLOGY; COMPUTER}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{xwang@pace.edu}},
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Number-of-Cited-References = {{23}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{25}},
Journal-ISO = {{Educ. Stud.}},
Doc-Delivery-Number = {{DO6ZM}},
Unique-ID = {{ISI:000377932000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000413720403667,
Author = {Beppu, Saori and Shinohara, Yoshinori and Usami, Taro},
Title = {{A Case Study about a ASD and Intellectual Disabilities Student:
   Understanding His IEP and Effort to Become Employed by Using `The
   Delineation Diagram for Teaching and Learning'}},
Journal = {{INTERNATIONAL JOURNAL OF PSYCHOLOGY}},
Year = {{2016}},
Volume = {{51}},
Number = {{1, SI}},
Meeting = {{P1169}},
Pages = {{490}},
Month = {{JUL}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Beppu, Saori, Tokyo Seitoku Univ, Kita, Japan.
   Shinohara, Yoshinori, Tsukuba Univ, Tsukuba, Ibaraki, Japan.
   Usami, Taro, Univ Tsukuba, Sch Mentally Challenged Otsuka, Tsukuba, Ibaraki, Japan.}},
ISSN = {{0020-7594}},
EISSN = {{1464-066X}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Multidisciplinary}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Psychol.}},
Doc-Delivery-Number = {{FK7XH}},
Unique-ID = {{ISI:000413720403667}},
DA = {{2020-03-18}},
}

@article{ ISI:000377418100006,
Author = {Soffer, Michal and Almog-Bar, Michal},
Title = {{Therapy or human right? The meaning of recreation for children and youth
   with disabilities in the ``Krembo Wings{''} youth movement}},
Journal = {{DISABILITY AND HEALTH JOURNAL}},
Year = {{2016}},
Volume = {{9}},
Number = {{3}},
Pages = {{399-405}},
Month = {{JUL}},
Abstract = {{Background: Research shows that leisure or recreation promotes health,
   quality of life and wellbeing. Participation in leisure is also a
   fundamental right of people with disabilities. Studies report
   disparities in leisure participation between children and youth with and
   without disabilities. Youth movements are a form of leisure activity,
   and are of particular importance in Israeli society.
   Objective: In this study we set out to explore how the youth movement
   Krembo Wings (KW) outlines the meanings of recreation for children and
   youth with disabilities. Our theoretical framework centers on the
   critical perspective of a disability study committed to disability
   rights.
   Methods: We conducted a qualitative study of KW. Data were drawn from
   multiple sources: published and unpublished documents, website
   materials, and semi-structured interviews with various key people in the
   movement. Data were analyzed through directed content analysis and were
   categorized into either the biomedical model or the social model of
   disability.
   Results: Most of our findings show that KW adopts a biomedical
   understanding of disability. Nonetheless, indicators of the social
   model, though few, were also evident.
   Conclusions: Although the biomedical model was found to be dominant in
   Israel, there are promising indicators of change. Our somewhat mixed
   findings might suggest that KW is at a transitional phase between
   biomedical thinking and a more rights-based approach. (C) 2016 Elsevier
   Inc. All rights reserved.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Soffer, M (Reprint Author), Sch Social Work, Fac Social Welf \& Hlth Sci, 199 Abba Hushi Blvd, IL-3498838 Haifa, Israel.
   Soffer, Michal, Sch Social Work, Fac Social Welf \& Hlth Sci, 199 Abba Hushi Blvd, IL-3498838 Haifa, Israel.
   Almog-Bar, Michal, Hebrew Univ Jerusalem, Paul Baerwald Sch Social Work \& Social Welf, IL-9190501 Jerusalem, Israel.}},
DOI = {{10.1016/j.dhjo.2016.04.001}},
ISSN = {{1936-6574}},
EISSN = {{1876-7583}},
Keywords = {{Qualitative study; Therapeutic recreation; Biomedical model; Social
   model; Youth movements; Israel}},
Keywords-Plus = {{PHYSICAL-DISABILITIES; LEISURE; PARTICIPATION; TIME; LEGISLATION; SPEND;
   MODEL}},
Research-Areas = {{Health Care Sciences \& Services; Public, Environmental \& Occupational
   Health; Rehabilitation}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; Health Policy \& Services; Public,
   Environmental \& Occupational Health; Rehabilitation}},
Author-Email = {{msoffer@staff.haifa.ac.il}},
Cited-References = {{Areheart BA, 2008, INDIANA LAW J, V83, P181.
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Number-of-Cited-References = {{50}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{16}},
Journal-ISO = {{Disabil. Health J.}},
Doc-Delivery-Number = {{DN9RP}},
Unique-ID = {{ISI:000377418100006}},
DA = {{2020-03-18}},
}

@article{ ISI:000387446000018,
Author = {Alili, Selim},
Title = {{ANTHROPOLOGICAL CHARACTERISTICS AND CAPABILITIES EASIER MENTALLY
   DISABILITIES STUDENTS DIFFERENT AGE}},
Journal = {{ACTA KINESIOLOGICA}},
Year = {{2016}},
Volume = {{10}},
Number = {{1}},
Pages = {{103+}},
Month = {{JUN 28}},
Abstract = {{The problem of this research is the study of morphological
   characteristics, motor abilities and situational basketball motor skills
   of easier mentally disabled students in Vojvodina. In accordance with
   the issue and the subject of research, the primary objective is to
   determine the difference in the area of morphological characteristics,
   motor and situational motor abilities in basketball easier mentally
   disabled students, a variety of age. Respondents were members of the
   population easier mental impairments students, who regularly attended
   the school for special education. The age of the respondents was between
   11 and 16 years. For the analysis of the segments was divided according
   to age (11 - 13 and 14 - 16 years). The results may suggest to us that
   in this age boys especially after the 13 years, increasingly include
   mechanisms that are closely related to cognitive processing. This would,
   of course that means that specific basketball movement structures can
   positively stimulating to act on cognitive processes, which is certainly
   of particular importance when it comes to people who have mental
   disorders.}},
Publisher = {{DRUSTVO PEDAGOGA TJELESNE \& ZDRAVSTVENE KULTURE}},
Address = {{TESKERA-PUT ZA CRVENI GRM BB, LJUBUSKI, 88320, BOSNIA \& HERCEG}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Alili, S (Reprint Author), DSEOU 8 September, Tetovo, Macedonia.
   Alili, Selim, DSEOU 8 September, Tetovo, Macedonia.}},
ISSN = {{1840-2976}},
EISSN = {{1840-3700}},
Keywords = {{pupils 11-16; basketball; morphology; motor abilities; skills}},
Research-Areas = {{Sport Sciences}},
Web-of-Science-Categories  = {{Sport Sciences}},
Author-Email = {{alili.selim1963@gmail.com}},
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   Krsmanovic C., 2005, KOSARKA.}},
Number-of-Cited-References = {{5}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Acta Kinesiol.}},
Doc-Delivery-Number = {{EB5UM}},
Unique-ID = {{ISI:000387446000018}},
DA = {{2020-03-18}},
}

@article{ ISI:000391176700004,
Author = {Oliver, Kelly},
Title = {{Service Dogs: Between Animal Studies and Disability Studies}},
Journal = {{PHILOSOPHIA-A JOURNAL OF CONTINENTAL FEMINISM}},
Year = {{2016}},
Volume = {{6}},
Number = {{2}},
Pages = {{241-258}},
Month = {{SUM}},
Publisher = {{SUNY-STATE UNIVERSITY OF NEW YORK PRESS}},
Address = {{STATE UNIVERSITY PLAZA, ALBANY, NY 12246 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Oliver, K (Reprint Author), Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.
   Oliver, Kelly, Vanderbilt Univ, 221 Kirkland Hall, Nashville, TN 37235 USA.}},
DOI = {{10.1353/phi.2016.0021}},
ISSN = {{2155-0891}},
EISSN = {{2155-0905}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
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Number-of-Cited-References = {{39}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{PhiloSOPHIA-J. Cont. Fem.}},
Doc-Delivery-Number = {{EG6SP}},
Unique-ID = {{ISI:000391176700004}},
DA = {{2020-03-18}},
}

@article{ ISI:000391311300002,
Author = {Steele, Linda and Dowse, Leanne and Trofimovs, Julian},
Title = {{Who is Diverted?: Moving beyond Diagnosed Impairment towards a Social
   and Political Analysis of Diversion}},
Journal = {{SYDNEY LAW REVIEW}},
Year = {{2016}},
Volume = {{38}},
Number = {{2}},
Pages = {{179-206}},
Month = {{JUN}},
Abstract = {{Diversion from the criminal justice system pursuant to s 32 of the
   Mental Health (Forensic Provisions) Act 1990 (NSW) is increasingly being
   deployed as a key response to the issues facing people diagnosed with
   cognitive impairment and/or mental illness in the criminal justice
   system. The `medical model' of disability, which is focused on
   disability as an internal, individual pathology, contributes to the
   marginalisation of people with disability, notably by providing a
   legitimate basis for the legal and social regulation of people with
   disability through therapeutic interventions. The scholarly field of
   critical disability studies contests the medical model by making
   apparent the social and political contingency of disability, including
   the intersection of disability with other dimensions of politicised
   identity (such as gender and Indigeneity) and the role of law and
   institutions (including the criminal justice system) in the disablement,
   marginalisation and criminalisation of people with disability. Applying
   critical disability studies to s 32 problematises the characterisation
   of the legal subject with diagnosed impairment and this provides a new
   basis for questioning the coercion of people with disability through the
   criminal justice intervention of diversion. An empirical analysis of the
   diagnostics, demographics and criminal justice pathways of a sample of
   individuals who have received s 32 orders provides some material
   foundations for a more politically and socially directed analysis of s
   32 and for a broader reflection on the role of the criminal law in
   issues facing people diagnosed with cognitive impairments and mental
   illness in the criminal justice system.}},
Publisher = {{SYDNEY LAW SCH}},
Address = {{LAW SCH BUILDING F10 LEVEL 3, EASTERN AVE, UNIV SYDNEY, SYDNEY, NSW
   2006, AUSTRALIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Steele, L (Reprint Author), Univ Wollongong, Sch Law, Wollongong, NSW, Australia.
   Steele, Linda, Univ Wollongong, Sch Law, Wollongong, NSW, Australia.
   Dowse, Leanne, Univ New South Wales, Chair Intellectual Disabil \& Behaviour Support, Sch Social Sci, Sydney, NSW, Australia.
   Trofimovs, Julian, Univ New South Wales, Sch Social Sci, Sydney, NSW, Australia.}},
ISSN = {{0082-0512}},
EISSN = {{1444-9528}},
Keywords-Plus = {{MENTAL-HEALTH; DISABILITY; POLICE; RACE}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Law}},
Funding-Acknowledgement = {{Endeavour Foundation Endowment Challenge Fund Student Grant}},
Funding-Text = {{Lecturer, School of Law, University of Wollongong, Wollongong,
   Australia. This work was supported by an Endeavour Foundation Endowment
   Challenge Fund Student Grant awarded to Linda Steele.}},
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Number-of-Cited-References = {{77}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Syd. Law Rev.}},
Doc-Delivery-Number = {{EG8MN}},
Unique-ID = {{ISI:000391311300002}},
DA = {{2020-03-18}},
}

@article{ ISI:000388739900005,
Author = {Jones, Cara E.},
Title = {{The Pain of Endo Existence: Toward a Feminist Disability Studies Reading
   of Endometriosis}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2016}},
Volume = {{31}},
Number = {{3}},
Pages = {{554-571}},
Month = {{SUM}},
Abstract = {{Disability scholars have critiqued medical models that pathologize
   disability as an individual flaw that needs treatment, rehabilitation,
   and cure, favoring instead a social-constructionist approach that likens
   disability to other identity categories such as gender, race, class, and
   sexuality. However, the emphasis on social constructionism has left
   chronic illness and pain largely untheorized. This article argues that
   feminist disability studies (FDS) must attend to the common, chronic
   gynecological condition endometriosis (endo) when theorizing pain. Endo
   is particularly important for FDS analysis because the highly feminized
   and sexualized nature of endo pain is a major source of disability.
   Because medical treatments of endo enhance fertility rather than provide
   pain relief, those with endo must not only have access to medical
   services to manage their pain, but also demand better medical management
   of their pain as well as disability accommodations for their pain. Thus,
   I propose a pain-centric model of disability that politicizes pain
   through social-constructionist and medical models of disability by
   attending to the lived experiences of pain.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jones, CE (Reprint Author), Hamilton Coll, Womens Studies, Clinton, NY 13323 USA.
   Jones, Cara E., Hamilton Coll, Womens Studies, Clinton, NY 13323 USA.}},
DOI = {{10.1111/hypa.12248}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Keywords-Plus = {{QUALITY-OF-LIFE; IMPACT; BODY}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{jonesce7@gmail.com}},
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Number-of-Cited-References = {{59}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{ED3HJ}},
Unique-ID = {{ISI:000388739900005}},
DA = {{2020-03-18}},
}

@article{ ISI:000387959400006,
Author = {Koomen, Michele Hollingsworth},
Title = {{Inclusive science education: learning from Wizard}},
Journal = {{CULTURAL STUDIES OF SCIENCE EDUCATION}},
Year = {{2016}},
Volume = {{11}},
Number = {{2}},
Pages = {{293-325}},
Month = {{JUN}},
Abstract = {{This case study reports on a student with special education needs in an
   inclusive seventh grade life science classroom using a framework of
   disability studies in education. Classroom data collected over 13 weeks
   consisted of qualitative (student and classroom observations,
   interviews, student work samples and video-taped classroom teaching and
   learning record using CETP-COP) methods. Three key findings emerged in
   the analysis and synthesis of the data: (1) The learning experiences in
   science for Wizard are marked by a dichotomy straddled between autonomy
   {[}{''}Sometimes I do{''} (get it)] and dependence {[}{''}Sometimes I
   don't (get it)], (2) the process of learning is fragmented for Wizard
   because it is underscored by an emerging disciplinary literacy, (3) the
   nature of the inclusion is fragile and functional. Implications for
   classroom practices that support students with learning disabilities
   include focusing on student strengths, intentional use of disciplinary
   literacy strategies, and opportunities for eliciting student voice in
   decision making.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Koomen, MH (Reprint Author), Gustavus Adolphus Coll, Dept Educ, 800 West Coll Ave, St Peter, MN 56082 USA.
   Koomen, Michele Hollingsworth, Gustavus Adolphus Coll, Dept Educ, 800 West Coll Ave, St Peter, MN 56082 USA.}},
DOI = {{10.1007/s11422-015-9668-6}},
ISSN = {{1871-1502}},
EISSN = {{1871-1510}},
Keywords = {{Inclusion; Disability studies; Student voice; Self; efficacy;
   Disciplinary literacy}},
Keywords-Plus = {{SELF-EFFICACY; TEACHER-EDUCATION; READING-COMPREHENSION; STUDENTS
   PERCEPTIONS; DISABILITIES; INSTRUCTION; DIVERSITY; ADOLESCENTS;
   CLASSROOMS; SETTINGS}},
Research-Areas = {{Cultural Studies; Education \& Educational Research}},
Web-of-Science-Categories  = {{Cultural Studies; Education \& Educational Research}},
Author-Email = {{mkoomen@gac.edu}},
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Number-of-Cited-References = {{71}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Cult. Stud. Sci. Educ.}},
Doc-Delivery-Number = {{EC2NL}},
Unique-ID = {{ISI:000387959400006}},
DA = {{2020-03-18}},
}

@article{ ISI:000386113600006,
Author = {Steele, Linda and Dowse, Leanne},
Title = {{Gender, Disability Rights and Violence Against Medical Bodies}},
Journal = {{AUSTRALIAN FEMINIST STUDIES}},
Year = {{2016}},
Volume = {{31}},
Number = {{88, SI}},
Pages = {{187-202}},
Month = {{JUN}},
Abstract = {{We take as our point of intervention one category of violence which sits
   outside the forms of violence against women which are both currently
   prohibited by criminal law and the focus of violence against women
   campaigns: non-consensual medical interventions (or, as we refer to it,
   lawful medical violence'). By drawing on critical disability studies,
   particularly feminist disability theory, we argue that lawful medical
   violence has been rendered socially and legally permissible because of
   the medicalisation of disabled women's bodies and the related
   pathologisation of their behaviour and life circumstances. These
   processes sit at the intersection of gender and disability, drawing on
   gendered social norms of ability and sexuality to construct women with
   disability as genderless and dehumanised, and in turn depoliticising
   non-consensual medical interventions in these women's bodies by
   reconstituting them as therapeutic and benevolent. In order to recognise
   and contest lawful medical violence as violence against women,
   mainstream feminist scholars and activists might consider turning to
   different legal, institutional and spatial sites of violence and
   challenging deeply embedded divisions and foundational concepts in law
   related to mental capacity.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Steele, L (Reprint Author), Univ Wollongong, Sch Law, Wollongong, NSW, Australia.
   Steele, Linda, Univ Wollongong, Sch Law, Wollongong, NSW, Australia.
   Dowse, Leanne, UNSW Australia, Intellectual Disabil \& Behav Support, Arts \& Social Sci, Kensington, NSW, Australia.}},
DOI = {{10.1080/08164649.2016.1224054}},
ISSN = {{0816-4649}},
EISSN = {{1465-3303}},
Keywords-Plus = {{CAPACITY}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
Author-Email = {{lsteele@uow.edu.au}},
ORCID-Numbers = {{Steele, Linda/0000-0001-6944-7888}},
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   Wearing S, 2015, FEMINIST REV, P1, DOI 10.1057/fr.2015.39.
   Weller P, 2014, GRIFFITH LAW REV, V23, P498, DOI 10.1080/10383441.2014.993499.
   Weller Penelope, CONTINUUM IN PRESS.}},
Number-of-Cited-References = {{51}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Aust. Fem. Stud.}},
Doc-Delivery-Number = {{DZ8IH}},
Unique-ID = {{ISI:000386113600006}},
DA = {{2020-03-18}},
}

@article{ ISI:000381727900007,
Author = {Noble, Fiona},
Title = {{DISABILITY STUDIES AND SPANISH CULTURE: FILMS, NOVELS, THE COMIC AND THE
   PUBLIC EXHIBITION}},
Journal = {{STUDIES IN SPANISH \& LATIN AMERICAN CINEMAS}},
Year = {{2016}},
Volume = {{13}},
Number = {{2}},
Pages = {{213-215}},
Month = {{JUN 1}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Noble, F (Reprint Author), Univ Aberdeen, Aberdeen AB9 1FX, Scotland.
   Noble, Fiona, Univ Aberdeen, Aberdeen AB9 1FX, Scotland.}},
DOI = {{10.1386/slac.13.2.213\_5}},
ISSN = {{2050-4837}},
EISSN = {{2050-4845}},
Research-Areas = {{Film, Radio \& Television}},
Web-of-Science-Categories  = {{Film, Radio, Television}},
Author-Email = {{f.noble09@aberdeen.ac.uk}},
Cited-References = {{Fraser Benjamin, 2013, DISABILITY STUDIES S.
   Marr Matthew J., 2013, POLITICS AGE DISABIL.}},
Number-of-Cited-References = {{2}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{STUD. SPAN. LAT. AM. CINE.}},
Doc-Delivery-Number = {{DT8GM}},
Unique-ID = {{ISI:000381727900007}},
DA = {{2020-03-18}},
}

@article{ ISI:000377644900012,
Author = {Liddiard, K. and Goodley, D.},
Title = {{The mouth and dis/ability}},
Journal = {{COMMUNITY DENTAL HEALTH}},
Year = {{2016}},
Volume = {{33}},
Number = {{2}},
Pages = {{152-155}},
Month = {{JUN}},
Abstract = {{Our aims in this paper are threefold. First, to understand how the mouth
   reveals the kinds of human beings that are de/valued in specific
   national locations and in global discourses with special attention on
   disability. Second, to subject the mouth to analysis from critical
   disability studies, specifically, an approach we describe as dis/ability
   studies. Third, to ask how the mouth might work as a site of resistance
   for disabled people. The paper begins by providing an introduction to
   critical disability studies, a perspective that foregrounds disability
   as the primary focus for thinking through the ways in which the body and
   society are shaped together. We move in this literature review towards a
   dis/ability studies approach that recognises the simultaneous processes
   of disablism (the exclusion of people with impairments) and ableism (the
   system by which standards of human autonomy and capability are made as
   key indicators of human worth). We then analyse the mouth in relation to
   pathologisation, human enhancement and resistance. We conclude with some
   final thoughts on the offerings of a dis/ability studies approach to
   those of interested with the intersections of the mouth and society.}},
Publisher = {{F D I WORLD DENTAL PRESS LTD}},
Address = {{5 BATTERY GREEN RD, LOWESTOFT NR32 1 DE, SUFFOLK, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Goodley, D (Reprint Author), Univ Sheffield, Sch Educ, 388 Glossop Rd, Sheffield S10 2JA, S Yorkshire, England.
   Liddiard, K.; Goodley, D., Univ Sheffield, iHuman Inst Study Human, Sheffield S10 2TN, S Yorkshire, England.}},
DOI = {{10.1922/CDH\_3715Liddiard04}},
ISSN = {{0265-539X}},
Keywords = {{disability; mouth; neoliberal; ableism; disablism}},
Keywords-Plus = {{IDENTITIES}},
Research-Areas = {{Dentistry, Oral Surgery \& Medicine}},
Web-of-Science-Categories  = {{Dentistry, Oral Surgery \& Medicine}},
Author-Email = {{d.goodley@sheffield.ac.uk}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}ES/K004883/1]}},
Cited-References = {{Davis Lennard J, 1995, ENFORCING NORMALCY D.
   Dong JK, 1999, INT J PROSTHODONT, V12, P9.
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   LIDDIARD K, 2014, {[}No title captured], V20, P94.
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   Mitchell D., 2006, DISABILITY STUDIES R.
   Mitchell D. T., 1997, BODY PHYS DIFFERENCE.
   Sandahl C, 2003, GLQ-J LESBIAN GAY ST, V9, P25, DOI 10.1215/10642684-9-1-2-25.
   Snyder S. L., 2006, CULTURAL LOCATIONS.
   Snyder SL, 2001, PUBLIC CULTURE, V13, P367, DOI 10.1215/08992363-13-3-367.
   Ware L., 2009, CRITICAL PEDAGOGY RE.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Community Dent. Health}},
Doc-Delivery-Number = {{DO2XS}},
Unique-ID = {{ISI:000377644900012}},
DA = {{2020-03-18}},
}

@article{ ISI:000383550200012,
Author = {Kivipelto, Miia and Ngandu, Tiia},
Title = {{From Heart Health to Brain Health Legacy of the North Karelia Project
   for Dementia Research}},
Journal = {{GLOBAL HEART}},
Year = {{2016}},
Volume = {{11}},
Number = {{2}},
Pages = {{235-242}},
Month = {{JUN}},
Abstract = {{Cognitive impairment is very common in advanced age, with dementia
   representing the main cause of disability in older adults. Over the past
   20 years, several modifiable risk factors have been identified for
   dementia and Alzheimer's disease (AD), and many of them are shared with
   cardiovascular diseases. Given that the pathologic changes leading to
   dementia may start decades before dementia is diagnosed, it is crucial
   to adopt a life course approach when investigating risk factors for
   dementia. The CAIDE (Cardiovascular Risk Factors, Aging and Dementia)
   study is one of the first and still very few existing observational
   studies to have investigated the role of midlife risk factors for the
   subsequent development of dementia and AD in late life. The CAIDE study
   is built on the North Karelia Project, enabling risk factor assessment
   20 to 30 years before the dementia diagnosis. The CAIDE study has
   revealed that late-life dementia and AD are heterogeneous and
   multifactorial disorders, suggesting that multidomain interventions
   targeting several risk factors simultaneously may be needed for optimal
   preventive effects. The FINGER (Finnish Geriatric Intervention Study to
   Prevent Cognitive Impairment and Disability) study is the first large
   long-term multidomain lifestyle intervention showing effect on
   prevention of cognitive impairment in at-risk elderly people. The study
   is conducted within the existing framework and builds on
   multidisciplinary prevention expertise following the North Karelia
   Project and CAIDE study. The FINGER study will, together with the
   ongoing multinational preventive initiatives, pave the way for pragmatic
   prevention programs and integrated interventions to facilitate healthy
   brain aging. This paper summarizes major findings on risk and protective
   factors for dementia and AD, and reviews key aspects and future
   directions in preventative strategies.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{360 PARK AVE SOUTH, NEW YORK, NY 10010-1710 USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Kivipelto, M (Reprint Author), Natl Inst Hlth \& Welf, Helsinki, Finland.
   Kivipelto, M (Reprint Author), Univ Eastern Finland, Kuopio, Finland.
   Kivipelto, M (Reprint Author), Karolinska Inst, Stockholm, Sweden.
   Kivipelto, Miia; Ngandu, Tiia, Natl Inst Hlth \& Welf, Helsinki, Finland.
   Kivipelto, Miia, Univ Eastern Finland, Kuopio, Finland.
   Kivipelto, Miia; Ngandu, Tiia, Karolinska Inst, Stockholm, Sweden.}},
DOI = {{10.1016/j.gheart.2016.04.013}},
ISSN = {{2211-8160}},
EISSN = {{2211-8179}},
Keywords-Plus = {{POPULATION-BASED CAIDE; TIME PHYSICAL-ACTIVITY; LATE-LIFE DEMENTIA;
   BODY-MASS INDEX; ALZHEIMERS-DISEASE; COGNITIVE IMPAIRMENT; RISK-FACTORS;
   APOLIPOPROTEIN-E; CLINICAL-TRIALS; MIDLIFE}},
Research-Areas = {{Cardiovascular System \& Cardiology}},
Web-of-Science-Categories  = {{Cardiac \& Cardiovascular Systems}},
Author-Email = {{miia.kivipelto@ki.se}},
ORCID-Numbers = {{Ngandu, Tiia/0000-0002-3698-2021}},
Cited-References = {{Alzheimer's Disease International, 2015, WORLD ALZHEIMER REPO.
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   Exalto LG, 2014, ALZHEIMERS DEMENT, V10, P562, DOI 10.1016/j.jalz.2013.05.1772.
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   Rusanen M, 2014, J ALZHEIMERS DIS, V42, P183, DOI 10.3233/JAD-132363.
   Rusanen M, 2013, CURR ALZHEIMER RES, V10, P549, DOI 10.2174/1567205011310050011.
   Schneider LS, 2014, J INTERN MED, V275, P251, DOI 10.1111/joim.12191.
   Sindi Shireen, 2015, Alzheimers Dement (Amst), V1, P328, DOI 10.1016/j.dadm.2015.06.005.
   Solomon A, 2007, NEUROLOGY, V68, P751, DOI 10.1212/01.wnl.0000256368.57375.b7.
   Solomon A, 2014, J INTERN MED, V275, P229, DOI 10.1111/joim.12178.
   Sperling RA, 2011, ALZHEIMERS DEMENT, V7, P280, DOI 10.1016/j.jalz.2011.03.003.
   Tolppanen AM, 2015, ALZHEIMERS DEMENT, V11, P434, DOI 10.1016/j.jalz.2014.01.008.
   Tolppanen AM, 2014, J ALZHEIMERS DIS, V38, P201, DOI 10.3233/JAD-130698.
   Vellas B, 2008, LANCET NEUROL, V7, P436, DOI 10.1016/S1474-4422(08)70087-5.
   Vuorinen M, 2015, J ALZHEIMERS DIS, V44, P93, DOI 10.3233/JAD-140924.
   WHO, 2015, 1 WHO MIN C GLOB ACT.
   Williams J, 2010, AHRQ PUBLICATION.
   Wilson PWF, 1998, CIRCULATION, V97, P1837, DOI 10.1161/01.CIR.97.18.1837.}},
Number-of-Cited-References = {{42}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Glob. Heart}},
Doc-Delivery-Number = {{DW3OF}},
Unique-ID = {{ISI:000383550200012}},
DA = {{2020-03-18}},
}

@article{ ISI:000440162400003,
Author = {Lyman, Michael and Beecher, Mark E. and Griner, Derek and Brooks,
   Michael and Call, John and Jackson, Aaron},
Title = {{What Keeps Students with Disabilities from Using Accommodations in
   Postsecondary Education? A Qualitative Review}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2016}},
Volume = {{29}},
Number = {{2}},
Pages = {{123-140}},
Month = {{SUM}},
Abstract = {{Past research has shown that students with disabilities (SWD) at the
   postsecondary level who use accommodations demonstrate greater academic
   achievement and higher graduation rates. Only limited research has been
   conducted to identify the barriers they face in using accommodations,
   and that research has not sampled a population specifically identified
   as having faced such barriers. Through interviews with SWD identified as
   having faced barriers to using accommodations, this study identified six
   themes; four were considered complex, as they contained subthemes. The
   four were a desire for self-sufficiency, a desire to avoid negative
   social reactions, insufficient knowledge, and the quality and usefulness
   of disability student services and accommodations. The two
   straightforward themes were negative experiences with professors and
   fear of future ramifications. It is hoped that these findings help
   disability student services providers and SWD make better and more
   informed decisions regarding the use of effective accommodations.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Lyman, M (Reprint Author), San Juan Counseling, Blanding, UT 84511 USA.
   Lyman, Michael, San Juan Counseling, Blanding, UT 84511 USA.
   Beecher, Mark E.; Brooks, Michael; Call, John, Brigham Young Univ, Provo, UT 84602 USA.
   Beecher, Mark E., Brigham Young Univ, Univ Accessibil Ctr, Serv Students Disabil Off, Provo, UT 84602 USA.
   Beecher, Mark E., Brigham Young Univ, Counseling \& Psychol Serv Off, Provo, UT 84602 USA.
   Beecher, Mark E.; Griner, Derek; Jackson, Aaron, Brigham Young Univ, Counseling Psychol Doctoral Program, Provo, UT 84602 USA.
   Griner, Derek, Brigham Young Univ, Accessibil Ctr, Provo, UT 84602 USA.
   Griner, Derek, Brigham Young Univ, CAPS, Provo, UT 84602 USA.
   Brooks, Michael, Brigham Young Univ, Disabil Serv, Provo, UT 84602 USA.
   Call, John, Brigham Young Univ, Counseling Ctr, Provo, UT 84602 USA.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{Students with disabilities; college students; accommodations; disability
   support services; barriers}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{milyman@sanjuanncc.org
   mark\_beecher@byu.edu
   derek\_griner@byu.edu
   michaelbrooks@utah.gov
   john\_call@byu.edu
   aaron\_jackson@byu.edu}},
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   Zuriff GE, 2000, APPL MEAS EDUC, V13, P99, DOI 10.1207/s15324818ame1301\_5.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{VE7HM}},
Unique-ID = {{ISI:000440162400003}},
DA = {{2020-03-18}},
}

@article{ ISI:000375713600001,
Author = {Blyth, C. and Chapman, R. and Stronach, I.},
Title = {{Disabling XAuthors, Disordering TextsX: Deconstructing Disability and
   Identity in ChangingX Times}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2016}},
Volume = {{22}},
Number = {{5}},
Pages = {{291-300}},
Month = {{JUN}},
Abstract = {{Drawing on Badiou's writing, we develop new insights on some central
   notions of the discourse on ``disability.{''} We offer eight agonistic,
   intersecting trajectories addressing these concepts. Drawing on
   authorial voices, we criticize the grammatical and rhetorical maneuvers
   we have previously undertaken as we represent ourselves aiming for forms
   of participatory engagement, thus offering both critique and
   self-critique. Previous poststructuralist accounts in this area have
   drawn on ``philosophers of difference,{''} but mainly Deleuze and
   Guattari. This piece offers innovation in harnessing aspects of Badiou's
   thinking to issues surrounding ``discourses of disability{''} and
   notions of the research ``self{''} in its various ``impersonations.{''}}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Blyth, C (Reprint Author), Univ Manchester, Disabil Studies, Ellen Wilkinson Bldg,Oxford Rd, Manchester M13 9PL, Lancs, England.
   Blyth, C., Univ Manchester, Disabil Studies, Ellen Wilkinson Bldg,Oxford Rd, Manchester M13 9PL, Lancs, England.
   Chapman, R., Univ Manchester, Learning Disabil Studies, Manchester M13 9PL, Lancs, England.
   Stronach, I., Univ Manchester, Manchester M13 9PL, Lancs, England.}},
DOI = {{10.1177/1077800415615616}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{disability studies; discourse; methods of inquiry; politics and culture}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{craig.blyth@manchester.ac.uk}},
Cited-References = {{Allan J., 2008, RETHINKING INCLUSIVE.
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   Townson L., 2014, SEXUALITY RELATIONSH.}},
Number-of-Cited-References = {{49}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{DL5YS}},
Unique-ID = {{ISI:000375713600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000374204900001,
Author = {Melville, C. A. and Johnson, P. C. D. and Smiley, E. and Simpson, N. and
   McConnachie, A. and Purves, D. and Osugo, M. and Cooper, S. -A.},
Title = {{Statistical modelling studies examining the dimensional structure of
   psychopathology experienced by adults with intellectual disabilities:
   Systematic review}},
Journal = {{RESEARCH IN DEVELOPMENTAL DISABILITIES}},
Year = {{2016}},
Volume = {{53-54}},
Pages = {{1-10}},
Month = {{JUN-JUL}},
Abstract = {{Diagnosing mental ill-health using categorical classification systems
   has limited validity for clinical practice and research. Dimensions of
   psychopathology have greater validity than categorical diagnoses in the
   general population, but dimensional models have not had a significant
   impact on our understanding of mental ill-health and problem behaviours
   experienced by adults with intellectual disabilities. This paper
   systematically reviews the methods and findings from intellectual
   disabilities studies that use statistical methods to identify dimensions
   of psychopathology from data collected using structured assessments of
   psychopathology. The PRISMA framework for systematic review was used to
   identify studies for inclusion. Study methods were compared to
   best-practice guidelines on the use of exploratory factor analysis. Data
   from the 20 studies included suggest that it is possible to use
   statistical methods to model dimensions of psychopathology experienced
   by adults with intellectual disabilities. However, none of the studies
   used methods recommended for the analysis of non-continuous
   psychopathology data and all 20 studies used statistical methods that
   produce unstable results that lack reliability. Statistical modelling is
   a promising methodology to improve our understanding of mental
   ill-health experienced by adults with intellectual disabilities but
   future studies should use robust statistical methods to build on the
   existing evidence base. (C) 2016 Elsevier Ltd. All rights reserved.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Melville, CA (Reprint Author), Univ Glasgow, Coll Med Vet \& Life Sci, Inst Hlth \& Wellbeing, Gartnavel Royal Hosp, 1055 Great Western Rd, Glasgow G12 0XH, Lanark, Scotland.
   Melville, C. A.; Johnson, P. C. D.; Smiley, E.; Simpson, N.; McConnachie, A.; Purves, D.; Osugo, M.; Cooper, S. -A., Univ Glasgow, Coll Med Vet \& Life Sci, Inst Hlth \& Wellbeing, Gartnavel Royal Hosp, 1055 Great Western Rd, Glasgow G12 0XH, Lanark, Scotland.}},
DOI = {{10.1016/j.ridd.2016.01.018}},
ISSN = {{0891-4222}},
Keywords = {{Mental ill-health; Intellectual disabilities; Psychopathology;
   Statistics; Diagnostic classification}},
Keywords-Plus = {{EXPLORATORY FACTOR-ANALYSIS; PAS-ADD CHECKLIST; MENTALLY-RETARDED
   ADULTS; COMMON FACTOR-ANALYSIS; PSYCHOMETRIC EVALUATION; DEPRESSIVE
   EQUIVALENTS; CHALLENGING BEHAVIORS; PSYCHIATRIC-DISORDERS; COMPONENT
   ANALYSIS; SWEDISH VERSION}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{Craig.Melville@glasgow.ac.uk}},
ResearcherID-Numbers = {{Johnson, Paul/O-9695-2014
   }},
ORCID-Numbers = {{Osugo, Martin/0000-0002-5462-8464
   Johnson, Paul/0000-0001-6663-7520
   Cooper, Sally-Ann/0000-0001-6054-7700}},
Funding-Acknowledgement = {{Chief Scientist Office, Scottish Government {[}CZG/2/556]}},
Funding-Text = {{This study was funded by a research grant from the Chief Scientist
   Office, Scottish Government (Reference: CZG/2/556).}},
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Number-of-Cited-References = {{61}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Res. Dev. Disabil.}},
Doc-Delivery-Number = {{DJ4UZ}},
Unique-ID = {{ISI:000374204900001}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000376605200010,
Author = {Stramondo, Joseph A.},
Title = {{Why Bioethics Needs a Disability Moral Psychology}},
Journal = {{HASTINGS CENTER REPORT}},
Year = {{2016}},
Volume = {{46}},
Number = {{3}},
Pages = {{22-30}},
Month = {{MAY-JUN}},
Abstract = {{The deeply entrenched, sometimes heated conflict between the disability
   movement and the profession of bioethics is well known and well
   documented. Critiques of prenatal diagnosis and selective abortion are
   probably the most salient and most sophisticated of disability studies
   scholars' engagements with bioethics, but there are many other topics
   over which disability activists and scholars have encountered the field
   of bioethics in an adversarial way, including health care rationing,
   growth-attenuation interventions, assisted reproduction technology, and
   physician-assisted suicide.The tension between the analyses of the
   disabilities studies scholars and mainstream bioethics is not merely a
   conflict between two insular political groups, however; it is, rather,
   also an encounter between those who have experienced disability and
   those who have not. This paper explores that idea. I maintain that it is
   a mistake to think of this conflict as arising just from a difference in
   ideology or political commitments because it represents a much deeper
   differenceone rooted in variations in how human beings perceive and
   reason about moral problems. These are what I will refer to as
   variations of moral psychology. The lived experiences of disability
   produce variations in moral psychology that are at the heart of the
   moral conflict between the disability movement and mainstream bioethics.
   I will illustrate this point by exploring how the disability movement
   and mainstream bioethics come into conflict when perceiving and
   analyzing the moral problem of physician-assisted suicide via the lens
   of the principle of respect for autonomy. To reconcile its contemporary
   and historical conflict with the disability movement, the field of
   bioethics must engage with and fully consider the two groups'
   differences in moral perception and reasoning, not just the explicit
   moral and political arguments of the disability movement.}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stramondo, JA (Reprint Author), Drexel Univ, Dept Hlth Adm, Philadelphia, PA 19104 USA.
   Stramondo, JA (Reprint Author), San Diego State Univ, Dept Philosophy, San Diego, CA 92182 USA.
   Stramondo, Joseph A., Drexel Univ, Dept Hlth Adm, Philadelphia, PA 19104 USA.
   Stramondo, Joseph A., San Diego State Univ, Dept Philosophy, San Diego, CA 92182 USA.}},
DOI = {{10.1002/hast.585}},
ISSN = {{0093-0334}},
EISSN = {{1552-146X}},
Research-Areas = {{Social Sciences - Other Topics; Health Care Sciences \& Services;
   Medical Ethics; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Ethics; Health Care Sciences \& Services; Medical Ethics; Social
   Sciences, Biomedical}},
Number-of-Cited-References = {{0}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Hastings Cent. Rep.}},
Doc-Delivery-Number = {{DM8II}},
Unique-ID = {{ISI:000376605200010}},
DA = {{2020-03-18}},
}

@article{ ISI:000376131100006,
Author = {Mann-O'Donnell, Sarah},
Title = {{Cripping (with) Proust: Toward a Convalescent Athleticism}},
Journal = {{DELEUZE STUDIES}},
Year = {{2016}},
Volume = {{10}},
Number = {{2}},
Pages = {{223-262}},
Month = {{MAY}},
Abstract = {{In a series of works from Contre Sainte-Beuve to Le Temps retrouve,
   Proust develops an insistently convalescent literary practice, one
   grounded in a resistance to cure as resolution in health. Reading
   Proust's writing as a process of subversive self-doctoring, rather than
   a means to curative rehabilitation, my project argues for a Proustian
   `convalescent athleticism' as an affirmatively asthmatic variant of
   Artaud's affective athleticism. In this `crip' literary practice, Proust
   anticipates, and perhaps even exceeds, both Deleuze's athletic
   literature as `little health' and the critique, in contemporary
   disability studies, of the compulsory able-bodiedness that, as Robert
   McRuer argues, lies at the core of all composition.}},
Publisher = {{EDINBURGH UNIV PRESS}},
Address = {{THE TUN-HOLYROOD RD, 12 2F JACKSONS ENTRY, EDINBURGH EH8 8PJ, SCOTLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mann-O'Donnell, S (Reprint Author), Northwestern Univ, Evanston, IL 60208 USA.
   Mann-O'Donnell, Sarah, Northwestern Univ, Evanston, IL 60208 USA.}},
DOI = {{10.3366/dls.2016.0223}},
ISSN = {{1750-2241}},
EISSN = {{1755-1684}},
Keywords = {{crip theory; convalescence; affective athleticism; little health;
   Proust; bad affect}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
Cited-References = {{Ahern Daniel, 1995, NIETZSCHE CULTURAL P.
   Artaud A., 1958, THEATER ITS DOUBLE.
   Artaud A, 1938, THEATRE SON DOUBLE.
   Benjamin Walter, 2005, W BENJAMIN SELECTE 1.
   Bersani Leo, 2013, M PROUST FICTIONS LI.
   Bersani Leo, 1990, CULTURE REDEMPTION.
   Deleuze Gilles, 1993, CRITIQUE ET CLIN.
   Deleuze Gilles, 1964, PROUST SIGNES.
   Eng David L, 2003, LOSS.
   Finn Michael R, 1999, PROUST BODY LIT FORM.
   Garland-Thomson Rosemarie, 1996, EXTRAORDINARY BODIES.
   Jamieson Lee, 2007, A ARTAUD THEORY PRAC.
   Krell D. F., 1996, INFECT NIETZSCHE.
   Love Heather, 2007, FEELING BACKWARD LOS.
   McRuer R., 2006, CRIP THEORY.
   Proust Marcel, 1954, CONTRE SAINTE BEUVE.
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   Proust Marcel, 1999, RECHERCHE TEMPS PERD.
   Sontag Susan, 1981, SIGN SATURN.
   Spackman Barbara, 1989, DECADENT GENEALOGIES.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Deleuze Stud.}},
Doc-Delivery-Number = {{DM1UC}},
Unique-ID = {{ISI:000376131100006}},
DA = {{2020-03-18}},
}

@article{ ISI:000375717400003,
Author = {Chaudhry, Vandana},
Title = {{Living at the Edge: Disability, Gender, and Neoliberal Debtscapes of
   Microfinance in India}},
Journal = {{AFFILIA-JOURNAL OF WOMEN AND SOCIAL WORK}},
Year = {{2016}},
Volume = {{31}},
Number = {{2}},
Pages = {{177-191}},
Month = {{MAY}},
Abstract = {{Based on the philosophy of Yunusfounder of the Grameen Bank model and
   Nobel Prize laureatemicrofinance has been globally upheld as a
   neoliberal panacea for addressing poverty and income disparities.
   Despite these advances, microfinanceas a key policy tool for increasing
   well-being, social mobility, and capital markets in the underserved
   communities of the Global Southhas not yet been evaluated for its
   effects in empowering women with disabilities. I draw from disability
   studies, feminist studies, and social work to examine the ethnographic
   phenomenon of disabled women who, despite dire poverty, take the
   unexpected strategic step of collectively refusing to accept
   microfinance loans. I argue that the individualizing, market-oriented
   logic of microfinance comports standards of compulsory able-bodiedness
   that are contradicted by disability as a reality that is experienced
   through relational kinship ties in rural India. This suggests that
   approaches to social work in microfinance and disability should attend
   to cultural aspects of power that manifest through beliefs about gender,
   ability, and kin-based relationality, beliefs which may sit uneasily
   with western cultural norms of autonomy, empowerment, and individual
   agency purported by neoliberal development programs. Finally, this
   article sheds light on the current development models and social work
   interventions in the public sphere, which tend to be ill-suited to
   redress the conditions of impairment that affect disabled women, and
   invites us to reimagine the domestic sphere as a domain of emergent
   dependencies and agentive possibilities.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chaudhry, V (Reprint Author), CUNY Coll Staten Isl, 2800 Victory Blvd,Bldg 2A-201K, Staten Isl, NY 10314 USA.
   Chaudhry, Vandana, CUNY Coll Staten Isl, 2800 Victory Blvd,Bldg 2A-201K, Staten Isl, NY 10314 USA.}},
DOI = {{10.1177/0886109915622525}},
ISSN = {{0886-1099}},
EISSN = {{1552-3020}},
Keywords = {{disability; feminism; gender; India; microfinance; neoliberal
   development}},
Keywords-Plus = {{INTERSECTIONALITY; POLITICS; POVERTY; WOMEN; THINKING; WORK}},
Research-Areas = {{Social Work; Women's Studies}},
Web-of-Science-Categories  = {{Social Work; Women's Studies}},
Author-Email = {{vandana.chaudhry@csi.cuny.edu}},
Funding-Acknowledgement = {{National Science FoundationNational Science Foundation (NSF)
   {[}SES-0752982]; City University of New York {[}66230-00 44]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: Funding
   and grant details: Fieldwork for this research was supported by research
   grants from National Science Foundation (Award no. SES-0752982) and the
   City University of New York (Award no. 66230-00 44).}},
Cited-References = {{Addlakha R., 2013, DISABILITY STUDIES I, P201.
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   Yuval-Davis N, 2006, EUR J WOMENS STUD, V13, P193, DOI 10.1177/1350506806065752.}},
Number-of-Cited-References = {{56}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Affil. J. Women Soc. Work}},
Doc-Delivery-Number = {{DL5ZY}},
Unique-ID = {{ISI:000375717400003}},
DA = {{2020-03-18}},
}

@article{ ISI:000374675500005,
Author = {Jaffee, Laura Jordan},
Title = {{The materiality of virtual war: Post-Traumatic Stress Disorder and the
   disabling effects of imperialism}},
Journal = {{POLICY FUTURES IN EDUCATION}},
Year = {{2016}},
Volume = {{14}},
Number = {{4}},
Pages = {{484-496}},
Month = {{MAY}},
Abstract = {{A slew of recent news coverage has reported favorably on the use of
   virtual reality video games as a treatment for post-traumatic stress
   disorder (PTSD) in US soldiers returning from Iraq and Afghanistan.
   Drawing on critical disability studies work, this paper argues that such
   depictions (re)produce a depoliticized framework for understanding PTSD
   that champions medico-technological interventions and hinders broader
   social and political activism by taking for granted and normalizing
   conditions of perpetual war. Through an analysis of medical research and
   media portrayals extolling such technologies, this paper unravels the
   contradictory logic in these celebratory depictions to condemn
   imperialism, problematize the use of virtual reality for PTSD treatment,
   and ultimately call for anti-imperialist disability studies scholarship
   and disability activism.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jaffee, LJ (Reprint Author), Syracuse Univ, 305 Huntington Hall, Syracuse, NY 13244 USA.
   Jaffee, Laura Jordan, Syracuse Univ, Cultural Fdn Educ Program, Syracuse, NY 13244 USA.}},
DOI = {{10.1177/1478210316637971}},
ISSN = {{1478-2103}},
Keywords = {{Disability studies; post-traumatic stress disorder; imperialism; cyborg
   theory; critical disability studies}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{ljjaffee@syr.edu}},
Cited-References = {{{[}Anonymous], 2014, IR VET WAR DEC OLD G.
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   Soldatic K, 2013, DISABIL SOC, V28, P744, DOI 10.1080/09687599.2013.802218.}},
Number-of-Cited-References = {{30}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Policy Futures Educ.}},
Doc-Delivery-Number = {{DK1MA}},
Unique-ID = {{ISI:000374675500005}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000391216200005,
Author = {Rustighi, Lorenzo},
Title = {{The Dark Side of the Subject. Rethinking Rights through Disability}},
Journal = {{POLITICA \& SOCIETA}},
Year = {{2016}},
Volume = {{5}},
Number = {{2}},
Pages = {{213-236}},
Month = {{MAY-AUG}},
Abstract = {{The essay analyzes the disassembly of the relationship between the
   registers of rights and the processes of representation in the
   contemporary European context, by engaging with some of the most crucial
   philosophical contributions of disability studies. The article consists
   of three complementary moments. 1) A discussion of some issues
   concerning disability, especially from the point of view of pedagogy and
   school policies, aiming at suggesting the emergence of a new subject of
   rights. 2) An analysis of these issues throughout the wider spectrum of
   European citizenship, with special regard to the ongoing conflicts
   between citizens and migrants which demand a new interrogation about the
   logic of rights. 3) A dialogue with disability studies, aiming at
   showing how their overall theoretical and practical proposal offers some
   valuable instruments in order to escape the apories analyzed at the
   previous stages. The main hypothesis is that a certain approach to and
   of disability allows us to reinvest in some of the political defies of
   our time, by re redefining the field of rights from inside the crisis of
   their traditional grammars.}},
Publisher = {{SOC ED IL MULINO}},
Address = {{STRADA MAGGIORE 37, 40125 BOLOGNA, ITALY}},
Type = {{Article}},
Language = {{Italian}},
Affiliation = {{Rustighi, L (Reprint Author), Univ Buenos Aires, Fac Filosofia \& Letras, Inst Filosofia Dr Alejandro Korn, Puan 480,4to Piso, RA-1406 Buenos Aires, DF, Argentina.
   Rustighi, Lorenzo, Univ Buenos Aires, Fac Filosofia \& Letras, Inst Filosofia Dr Alejandro Korn, Puan 480,4to Piso, RA-1406 Buenos Aires, DF, Argentina.}},
DOI = {{10.4476/83808}},
ISSN = {{2240-7901}},
Keywords = {{disability; citizenship; migrations; special pedagogy; commons}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Political Science}},
Author-Email = {{lorenzo.rustighi@unipd.it}},
ResearcherID-Numbers = {{Rustighi, Lorenzo/AAB-7071-2019}},
Cited-References = {{{[}Anonymous], 2003, PRINC GUID PROM QUAL.
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Number-of-Cited-References = {{45}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Politi. Soc.}},
Doc-Delivery-Number = {{EG7HD}},
Unique-ID = {{ISI:000391216200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000410477200005,
Author = {McNair, Jeff},
Title = {{Disability studies applied to disability ministry}},
Journal = {{REVIEW \& EXPOSITOR}},
Year = {{2016}},
Volume = {{113}},
Number = {{2}},
Pages = {{159-166}},
Month = {{MAY}},
Abstract = {{Ministry that includes persons with developmental disabilities should
   grow out of an understanding of disability. The models most often used
   to understand disability are the medical model and the social model.
   Each is described briefly. We then take these models and unpack how they
   would lead to the development of ministry. As in human services, we too
   often develop ministries that are exclusively based on the medical
   model. However, what would a ministry that grew out of a combination of
   these models look like? The focus of ministry would be on both
   developing the individual and changing the environment. This article
   looks at strategies for facilitating this type of ``mature{''} ministry.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{McNair, J (Reprint Author), Calif Baptist Univ, Sch Educ, 8432 Magnolia Ave, Riverside, CA 92504 USA.
   McNair, Jeff, Calif Baptist Univ, Sch Educ, 8432 Magnolia Ave, Riverside, CA 92504 USA.}},
DOI = {{10.1177/0034637316637862}},
ISSN = {{0034-6373}},
EISSN = {{2052-9449}},
Keywords = {{disability ministry; disability studies; maturity in ministry}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{jmcnair@joniandfriends.org}},
Cited-References = {{Barnes C., 1995, SOCIAL CONSTRUCTION, P9.
   Berger P, 1966, SOCIAL CONSTRUCTION.
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   Wolfensberger Wolf, 2013, LEADERSHIP CHANGE HU, P139.}},
Number-of-Cited-References = {{12}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Rev. Expo.}},
Doc-Delivery-Number = {{FG6IG}},
Unique-ID = {{ISI:000410477200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000367886000004,
Author = {Lastuka, Amy and Cottingham, Michael},
Title = {{The effect of adaptive sports on employment among people with
   disabilities}},
Journal = {{DISABILITY AND REHABILITATION}},
Year = {{2016}},
Volume = {{38}},
Number = {{8}},
Pages = {{742-748}},
Month = {{APR 9}},
Abstract = {{Purpose: The purpose of this study is to analyse the role of adaptive
   sport in predicting employment for individuals with physical
   disabilities. Method: This study is cross-sectional. We collected survey
   data on employment and other covariates including education, age, age at
   disability onset, veteran status and athletic classification from 140
   mobility impaired athletes who play either wheelchair rugby or
   wheelchair basketball. Results: One hundred and thirty-one participants
   were studied. Our analysis shows that playing an additional year of
   adaptive sport is associated with an approximately 4\% increase in
   likelihood of employment. Education and duration of disability are found
   to be positive predictors of employment, while veteran status and
   severity of injury are negative predictors of employment. Age of
   disability onset is not found to be a predictor of employment when other
   controls are included. Conclusions: This result indicates that a
   substantial economic benefit would result from increased participation
   in adaptive sport, and therefore may justify additional funding to
   expand adaptive sport programs.Implications for RehabilitationEmployment
   rates are very low among individuals with physical disabilities, despite
   research indicating extensive benefits from employment.Participation in
   adaptive sport is associated with a higher likelihood of
   employment.Efforts to increase participation in adaptive sport could
   have a large economic benefit.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lastuka, A (Reprint Author), Univ Washington, Dept Econ, Box 353330 Savery 305, Seattle, WA 98195 USA.
   Lastuka, Amy, Univ Washington, Dept Econ, Seattle, WA 98195 USA.
   Cottingham, Michael, Univ Houston, Dept Hlth \& Human Performance, Houston, TX USA.}},
DOI = {{10.3109/09638288.2015.1059497}},
ISSN = {{0963-8288}},
EISSN = {{1464-5165}},
Keywords = {{Adaptive sport; disability employment; disability labor force
   participation; disability labor supply; disability studies; mobility
   impairment; physical disability}},
Keywords-Plus = {{SPINAL-CORD-INJURY; QUALITY-OF-LIFE; WHEELCHAIR BASKETBALL PLAYERS;
   GENDER; MODEL; WORK; TRAJECTORIES; PERFORMANCE; NARRATIVES; RETURN}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{amydash@uw.edu}},
Funding-Acknowledgement = {{Adaptive Athletics at the University of Houston}},
Funding-Text = {{The authors report no declarations of interest. The data collection
   effort was funded in part by Adaptive Athletics at the University of
   Houston.}},
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Number-of-Cited-References = {{52}},
Times-Cited = {{13}},
Usage-Count-Last-180-days = {{4}},
Usage-Count-Since-2013 = {{80}},
Journal-ISO = {{Disabil. Rehabil.}},
Doc-Delivery-Number = {{DA6BF}},
Unique-ID = {{ISI:000367886000004}},
DA = {{2020-03-18}},
}

@article{ ISI:000374490100005,
Author = {Arstein-Kerslake, Anna and Flynn, Eilionoir},
Title = {{Legislating Consent: Creating an Empowering Definition of Consent to Sex
   That Is Inclusive of People With Cognitive Disabilities}},
Journal = {{SOCIAL \& LEGAL STUDIES}},
Year = {{2016}},
Volume = {{25}},
Number = {{2}},
Pages = {{225-248}},
Month = {{APR}},
Abstract = {{In this article, we draw on our experiences of law reform in Ireland to
   explore how to create a definition of consent to sex that is inclusive
   of people with cognitive disabilities. Using critical disability studies
   and feminist theory, we set out the context in which capacity to consent
   to sex law is currently operating. We critique the law on the basis that
   it holds people with cognitive disabilities to a different standard of
   sexual decision-making than others. We tell the story of the movement in
   Ireland to reform such law and our experiences working collaboratively
   with artists, disabled people's organizations and parliamentarians to
   achieve change.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Flynn, E (Reprint Author), Natl Univ Ireland Galway, Ctr Disabil Law \& Policy, Inst Lifecourse \& Soc, Galway, Ireland.
   Arstein-Kerslake, Anna, Univ Melbourne, Melbourne, Vic 3010, Australia.
   Flynn, Eilionoir, Natl Univ Ireland Galway, Galway, Ireland.}},
DOI = {{10.1177/0964663915599051}},
ISSN = {{0964-6639}},
EISSN = {{1461-7390}},
Keywords = {{Consent; disability; sex}},
Keywords-Plus = {{WOMEN; ABUSE}},
Research-Areas = {{Criminology \& Penology; Government \& Law; Social Sciences - Other
   Topics}},
Web-of-Science-Categories  = {{Criminology \& Penology; Law; Social Sciences, Interdisciplinary}},
Author-Email = {{eilionoir.flynn@nuigalway.ie}},
ORCID-Numbers = {{Flynn, Eilionoir/0000-0002-2157-3655
   Arstein-Kerslake, Anna/0000-0002-8411-9724}},
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Number-of-Cited-References = {{58}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Soc. Leg. Stud.}},
Doc-Delivery-Number = {{DJ8VA}},
Unique-ID = {{ISI:000374490100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000372874700009,
Author = {Chitty, Kate M. and Evans, Elizabeth and Torr, Jennifer J. and Iacono,
   Teresa and Brodaty, Henry and Sachdev, Perminder and Trollor, Julian N.},
Title = {{Central nervous system medication use in older adults with intellectual
   disability: Results from the successful ageing in intellectual
   disability study}},
Journal = {{AUSTRALIAN AND NEW ZEALAND JOURNAL OF PSYCHIATRY}},
Year = {{2016}},
Volume = {{50}},
Number = {{4}},
Pages = {{352-362}},
Month = {{APR}},
Abstract = {{Objective: Information on the rates and predictors of polypharmacy of
   central nervous system medication in older people with intellectual
   disability is limited, despite the increased life expectancy of this
   group. This study examined central nervous system medication use in an
   older sample of people with intellectual disability.
   Methods: Data regarding demographics, psychiatric diagnoses and current
   medications were collected as part of a larger survey completed by
   carers of people with intellectual disability over the age of 40 years.
   Recruitment occurred predominantly via disability services across
   different urban and rural locations in New South Wales and Victoria.
   Medications were coded according to the Monthly Index of Medical
   Specialties central nervous system medication categories, including
   sedatives/hypnotics, anti-anxiety agents, antipsychotics,
   antidepressants, central nervous system stimulants, movement disorder
   medications and anticonvulsants. The Developmental Behaviour Checklist
   for Adults was used to assess behaviour.
   Results: Data were available for 114 people with intellectual
   disability. In all, 62.3\% of the sample was prescribed a central
   nervous system medication, with 47.4\% taking more than one. Of those
   who were medicated, 46.5\% had a neurological diagnosis (a seizure
   disorder or Parkinson's disease) and 45.1\% had a psychiatric diagnosis
   (an affective or psychotic disorder). Linear regression revealed that
   polypharmacy was predicted by the presence of neurological and
   psychiatric diagnosis, higher Developmental Behaviour Checklist for
   Adults scores and male gender.
   Conclusion: This study is the first to focus on central nervous system
   medication in an older sample with intellectual disability. The findings
   are in line with the wider literature in younger people, showing a high
   degree of prescription and polypharmacy. Within the sample, there seems
   to be adequate rationale for central nervous system medication
   prescription. Although these data do not indicate non-adherence to
   guidelines for prescribing in intellectual disability, the high rate of
   polypharmacy and its relationship to Developmental Behaviour Checklist
   for Adults scores reiterate the importance of continued medication
   review in older people with intellectual disability.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Trollor, JN (Reprint Author), UNSW Australia, Dept Dev Disabil Neuropsychiat, 34 Bot St, Unsw, NSW 2052, Australia.
   Chitty, Kate M.; Evans, Elizabeth; Trollor, Julian N., UNSW Australia, Dept Dev Disabil Neuropsychiat, Sydney, NSW, Australia.
   Torr, Jennifer J., Monash Univ, Ctr Dev Disabil Hlth, Notting Hill, Vic, Australia.
   Iacono, Teresa, La Trobe Univ, La Trobe Rural Hlth Sch, Bendigo, Vic, Australia.
   Brodaty, Henry; Sachdev, Perminder; Trollor, Julian N., UNSW Australia, Ctr Hlth Brain Ageing, Sydney, NSW, Australia.
   Brodaty, Henry, UNSW Australia, Dementia Collaborat Res Ctr, Sydney, NSW, Australia.
   Brodaty, Henry, Prince Wales Hosp, Acad Dept Old Age Psychiat, Randwick, NSW 2031, Australia.
   Sachdev, Perminder, Prince Wales Hosp, Neuropsychiat Inst, Randwick, NSW 2031, Australia.}},
DOI = {{10.1177/0004867415587951}},
ISSN = {{0004-8674}},
EISSN = {{1440-1614}},
Keywords = {{Intellectual disability; challenging behaviour; central nervous system
   medication; polypharmacy}},
Keywords-Plus = {{MENTAL ILL-HEALTH; PSYCHOTROPIC MEDICATION; CHALLENGING BEHAVIORS;
   DRUG-USE; PEOPLE; PREVALENCE; INDIVIDUALS; EPILEPSY; ASSOCIATIONS;
   DEMENTIA}},
Research-Areas = {{Psychiatry}},
Web-of-Science-Categories  = {{Psychiatry}},
Author-Email = {{j.trollor@unsw.edu.au}},
ResearcherID-Numbers = {{Iacono, Teresa/G-1548-2015
   Sachdev, Perminder/H-3968-2015
   }},
ORCID-Numbers = {{Iacono, Teresa/0000-0002-7988-9951
   Sachdev, Perminder/0000-0002-9595-3220
   Trollor, Julian/0000-0002-7685-2977}},
Funding-Acknowledgement = {{NSW Government Department of Family and Community Services, Ageing,
   Disability and Home Care (ADHC); Dementia Collaborative Research Centres
   (DCRC)Australian GovernmentDepartment of Industry, Innovation and
   ScienceCooperative Research Centres (CRC) Programme; La Trobe University
   Faculty of Health Sciences Grant; Mason Foundation's Medical and
   Scientific Research Grants}},
Funding-Text = {{Core funding for this project was received from The NSW Government
   Department of Family and Community Services, Ageing, Disability and Home
   Care (ADHC). Other funding to support the broader SAge-ID Study came
   from the Dementia Collaborative Research Centres (DCRC), a La Trobe
   University Faculty of Health Sciences Grant and The Mason Foundation's
   Medical and Scientific Research Grants.}},
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Number-of-Cited-References = {{46}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Aust. N. Z. J. Psych.}},
Doc-Delivery-Number = {{DH6AZ}},
Unique-ID = {{ISI:000372874700009}},
DA = {{2020-03-18}},
}

@article{ ISI:000402862900005,
Author = {Keet, Anneline},
Title = {{The Social Work Educator and Inclusivity: Boundary Broker or Boundary
   Protector?}},
Journal = {{INTERNATIONAL JOURNAL OF EDUCATIONAL SCIENCES}},
Year = {{2016}},
Volume = {{13}},
Number = {{1}},
Pages = {{32-41}},
Month = {{APR}},
Abstract = {{This paper looks at social work educators and their response to students
   with disabilities participating in the Bachelor of Social Work degree.
   The researcher argues that although the social work profession can be
   identified as one of the boundary brokers for inclusivity regarding
   students with disabilities, the social work educators may find it
   difficult to understand these educational rights as a social justice
   issue. The researcher uses literature on boundary practice to discuss
   the contradictions locked up in the social worker as educator role.
   Insights into critical disability studies are used to pathologize
   educational needs outside of those of the mainstream student population.
   The research is auto-ethnographic in nature, allowing the researcher to
   retroactively reflect on past experiences as a member of a community of
   social work educators. This auto-ethnography is also complemented with
   interviews with two fellow social work educators as well as two social
   work students with disabilities.}},
Publisher = {{KAMLA-RAJ ENTERPRISES}},
Address = {{B2-GROUND FLR, SOUTH CITY II, GURGAON, HARYANA 122 018, INDIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Keet, A (Reprint Author), Univ Free State, Dept Social Work, Bloemfontein, South Africa.
   Keet, Anneline, Univ Free State, Dept Social Work, Bloemfontein, South Africa.}},
ISSN = {{0975-1122}},
Keywords = {{Boundary Practice; Critical Disability Studies; Inclusive; Social
   Justice}},
Keywords-Plus = {{CRITICAL PEDAGOGY; RACE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{KeetACS@ufs.ac.za}},
Cited-References = {{Akkerman SF, 2011, REV EDUC RES, V81, P132, DOI 10.3102/0034654311404435.
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   Youdell D., 2006, DISCOURSE STUDIES CU, V27, P33, DOI DOI 10.1080/01596300500510252.}},
Number-of-Cited-References = {{41}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Educ. Sci.}},
Doc-Delivery-Number = {{EW9TS}},
Unique-ID = {{ISI:000402862900005}},
DA = {{2020-03-18}},
}

@article{ ISI:000407128400006,
Author = {Delgado Sanoja, Hellman},
Title = {{STUDENT ORGANIZATION, A LINK IN THE CONSOLIDATION OF THE PROCESS OF
   INCLUSION ON THE UNIVERSITY SPACES}},
Journal = {{REVISTA INCLUSIONES}},
Year = {{2016}},
Volume = {{3}},
Number = {{2}},
Pages = {{102-117}},
Month = {{APR-JUN}},
Abstract = {{Admission to an institution of higher education requires from the
   student with or without disabilities, the ability to interact and
   participate independently in different areas and levels of decision
   making. One of these are the several instances of university
   co-governance. Awareness in students with disabilities, about their
   chances to become a real agent of change and take responsibility in the
   decision making process, these must be a way to travel.}},
Publisher = {{UNIV LOS LAGOS}},
Address = {{DEPT HUMANIDADES ARTE, AVDA FUSCHLOCKER 1305, CASILLA, OSORNO 933, CHILE}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Sanoja, HD (Reprint Author), Univ Cent Venezuela, Caracas, Venezuela.
   Delgado Sanoja, Hellman, Univ Cent Venezuela, Caracas, Venezuela.}},
ISSN = {{0719-4706}},
Keywords = {{University; Participation; Autonomy; Disability Student Organization}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{hellmandelgado@gmail.com}},
Cited-References = {{{[}Anonymous], 2013, NO DISCRIMINACION UC.
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   Taylor S.J., 1986, INTRO METODOS CUALIT.
   Yarza A., 2013, REV LATINOAMERICANA, V8.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{REV. INCL.}},
Doc-Delivery-Number = {{FC8YT}},
Unique-ID = {{ISI:000407128400006}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000371304200006,
Author = {Booher, Amanda K.},
Title = {{Rhetorical AccessAbility: At the Intersection of Technical Communication
   and Disability Studies.}},
Journal = {{JOURNAL OF BUSINESS AND TECHNICAL COMMUNICATION}},
Year = {{2016}},
Volume = {{30}},
Number = {{2}},
Pages = {{268-272}},
Month = {{APR}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Booher, AK (Reprint Author), Univ Akron, Dept English, Akron, OH 44325 USA.
   Booher, Amanda K., Univ Akron, Dept English, Akron, OH 44325 USA.}},
DOI = {{10.1177/1050651915620362}},
ISSN = {{1050-6519}},
EISSN = {{1552-4574}},
Research-Areas = {{Business \& Economics; Communication}},
Web-of-Science-Categories  = {{Business; Communication}},
ORCID-Numbers = {{Booher, Amanda/0000-0003-3800-3402}},
Cited-References = {{Meloncon L., 2013, RHETORICAL ACCESSABI.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Bus. Tech. Commun.}},
Doc-Delivery-Number = {{DF4FU}},
Unique-ID = {{ISI:000371304200006}},
DA = {{2020-03-18}},
}

@article{ ISI:000380361800008,
Author = {Little, Brent},
Title = {{Welcoming the Stranger: Anatheism and L'Arche}},
Journal = {{TORONTO JOURNAL OF THEOLOGY}},
Year = {{2016}},
Volume = {{32}},
Number = {{1}},
Pages = {{95-111}},
Month = {{SPR}},
Abstract = {{In his book Anatheism, Richard Kearney argues for God to be imagined as
   a stranger and a guest, a God who comes unexpectedly into mundane
   reality. As a potential host, the human person may freely say yes in
   hospitality or no in hostility to this divine stranger, a hospitality or
   hostility practised in encounters with the everyday strangers of life,
   such as marginalized populations. As an exemplar, Kearney offers Jean
   Vanier's vision for L'Arche, a global network of communities that live
   in solidarity with the developmentally disabled. But Kearney provides
   only a start for a theological dialogue with L'Arche's experience. In
   order to further refine this conversation between Kearney and L'Arche, I
   consider questions about the limits of hospitality in the context of
   L'Arche. What are, for example, necessary boundaries between guest and
   host? When does uncritical hospitality become problematic? After a
   discussion of Kearney's anatheism and the writings of Vanier, Henri
   Nouwen, and others, I argue for the necessity of judiciously drawn
   boundaries so as to promote a healthy relationship between the disabled
   person and the assistant, a relationship that hopefully has become one
   of friendship. This article, then, confronts the task of discerning the
   limits to Kearney's paradigm, and L'Arche's practice, of hospitality.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Little, B (Reprint Author), Sacred Heart Univ, Dept Catholic Studies, Fairfield, CT 06825 USA.
   Little, Brent, Sacred Heart Univ, Dept Catholic Studies, Fairfield, CT 06825 USA.}},
DOI = {{10.3138/tjt.3465}},
ISSN = {{0826-9831}},
EISSN = {{1918-6371}},
Keywords = {{Richard Kearney; Jean Vanier; Henri Nouwen; L'Arche; disability studies}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Cited-References = {{{*}BIBLE, MATTHEW, V25.
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Number-of-Cited-References = {{28}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Tor. J. Theol.}},
Doc-Delivery-Number = {{DS1NE}},
Unique-ID = {{ISI:000380361800008}},
DA = {{2020-03-18}},
}

@article{ ISI:000378292900006,
Author = {Smith-D'Arezzo, Wendy and Holc, Janine},
Title = {{Reframing Disability through Graphic Novels for Girls Alternative Bodies
   in wCece Bell's El Deafo}},
Journal = {{GIRLHOOD STUDIES-AN INTERDISCIPLINARY JOURNAL}},
Year = {{2016}},
Volume = {{9}},
Number = {{1}},
Pages = {{72-87}},
Month = {{SPR}},
Abstract = {{In this analysis of Cece Bell's El Deafo, a graphic novel for children,
   we examine the tension between representations of able-bodiedness and
   disability in Bell's narrative of a young girl negotiating family and
   friendships while experiencing hearing loss. Drawing on recent
   scholarship in disability studies and feminism, we demonstrate that
   ability is a characteristic that is not static; it circulates among a
   number of characters and bodies in the novel. Characters who match
   normatively abled bodies are at times unable to achieve their goals,
   while Cece, the protagonist, deploys a range of strategies to negotiate
   her social world, at times to great effect. El Deafo, in this way,
   neither idealizes disability nor represents it as something to be
   overcome. Instead, the novel opens up a space for alternative notions of
   embodiment.}},
Publisher = {{BERGHAHN JOURNALS}},
Address = {{20 JAY ST, SUITE 512, BROOKLYN, NY 11201 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Smith-D'Arezzo, W (Reprint Author), Loyola Univ Maryland, Teacher Educ Dept, Literacy, Baltimore, MD 21210 USA.
   Smith-D'Arezzo, Wendy, Loyola Univ Maryland, Teacher Educ Dept, Literacy, Baltimore, MD 21210 USA.
   Holc, Janine, Loyola Univ Maryland, Polit Sci, Baltimore, MD USA.}},
DOI = {{10.3167/ghs.2016.090106}},
ISSN = {{1938-8209}},
EISSN = {{1938-8322}},
Keywords = {{able-bodiedness; children's literature; critical disability studies;
   hearing loss}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
ResearcherID-Numbers = {{Holc, Janine/X-3857-2019}},
Cited-References = {{Bell C., 2015, GUARDIAN.
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   Yenika-Agbaw V., 2011, J LIT CULTURAL DISAB, V5, P91, DOI DOI 10.3828/JLCDS.2011.6.}},
Number-of-Cited-References = {{28}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Girlhood Stud.}},
Doc-Delivery-Number = {{DP2BK}},
Unique-ID = {{ISI:000378292900006}},
DA = {{2020-03-18}},
}

@article{ ISI:000373619500005,
Author = {Rieger, Janice and Strickfaden, Megan},
Title = {{Taken for Granted: Material Relations Between Disability and
   Codes/Guidelines}},
Journal = {{SOCIETIES}},
Year = {{2016}},
Volume = {{6}},
Number = {{1}},
Month = {{MAR}},
Abstract = {{This paper provides a critical examination of the taken for granted
   nature of the codes/guidelines used towards the creation of designed
   spaces, their social relations with designers, and their agency in
   designing for people with disabilities. We conducted case studies at
   three national museums in Canada where we began by questioning societal
   representations of disability within and through material culture
   through the potential of actor-network theory where non-human actors
   have considerable agency. Specifically, our exploration looks into how
   representations of disability for designing, are interpreted through
   mediums such as codes, standards and guidelines. We accomplish this
   through: deep analyses of the museums' built environments ( outdoors and
   indoors); interviewed curators, architects and designers involved in the
   creation of the spaces/displays; completed dialoguing while in motion
   interviews with people who have disabilities within the spaces; and
   analyzed available documents relating to the creation of the museums.
   Through analyses of our rich data set involving the mapping of
   codes/guidelines in their ``representation{''} of disability and their
   contributions in ``fixing{''} disability, this paper takes an
   alternative approach to designing for/with disability by aiming to
   question societal representations of disability within and through
   material culture.}},
Publisher = {{MDPI}},
Address = {{ST ALBAN-ANLAGE 66, CH-4052 BASEL, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rieger, J (Reprint Author), Queensland Univ Technol, Dept Interior Design, Brisbane, Qld 4000, Australia.
   Rieger, Janice, Queensland Univ Technol, Dept Interior Design, Brisbane, Qld 4000, Australia.
   Strickfaden, Megan, Univ Alberta, Dept Human Ecol, Edmonton, AB T6G 2N1, Canada.}},
DOI = {{10.3390/soc6010006}},
Article-Number = {{UNSP 6}},
ISSN = {{2075-4698}},
Keywords = {{actor-network theory; agency; architectural design; critical disability
   studies; embodied experiences; knowledge production; museums; power
   relations; representation; spatial relationships}},
Keywords-Plus = {{UNIVERSAL DESIGN; SCIENCE}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{j.rieger@qut.edu.au
   megan.strickfaden@ualberta.ca}},
ORCID-Numbers = {{Rieger, Janice/0000-0002-6300-8179}},
Cited-References = {{Anderson J, 2004, AREA, V36, P254, DOI 10.1111/j.0004-0894.2004.00222.x.
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   Winance M, 2014, DISABIL REHABIL, V36, P1334, DOI 10.3109/09638288.2014.936564.}},
Number-of-Cited-References = {{49}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{15}},
Journal-ISO = {{Societies}},
Doc-Delivery-Number = {{DI6OQ}},
Unique-ID = {{ISI:000373619500005}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000373972000002,
Author = {Engman, Athena and Cranford, Cynthia},
Title = {{Habit and the Body: Lessons for Social Theories of Habit from the
   Experiences of People with Physical Disabilities}},
Journal = {{SOCIOLOGICAL THEORY}},
Year = {{2016}},
Volume = {{34}},
Number = {{1}},
Pages = {{27-44}},
Month = {{MAR}},
Abstract = {{Habitual action has been an important concept in sociological theory
   insofar as it allows for a conceptualization of action that does not
   rely on paradigmatic loyalty to a rational decision-making subject. One
   insight from theories of habit that is of particular importance for
   understanding how habit structures experience is the idea that habits
   are always habits in a world: we act in a material environment that is
   itself constitutive of action. Relatively little attention, however, has
   been paid to the ways in which the material environment is preconfigured
   for action by particular forms of embodiment. Drawing on disability
   studies as well as an empirical consideration of the experiences of
   people with physical disabilities and the attendant service providers
   who work with them, we develop a model of habit that accounts for the
   variability in habit formation and maintenance that characterizes lived
   experience.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Engman, A (Reprint Author), Univ Toronto, 723 Spadina Ave, Toronto, ON M5S 2J4, Canada.
   Engman, Athena; Cranford, Cynthia, Univ Toronto, Sociol, Toronto, ON M5S 2J4, Canada.}},
DOI = {{10.1177/0735275116632555}},
ISSN = {{0735-2751}},
EISSN = {{1467-9558}},
Keywords = {{habit; embodiment; disability; action theory}},
Keywords-Plus = {{SOCIOLOGY; BOURDIEU; PHENOMENOLOGY; IMPAIRMENT; PRAGMATISM; KNOWLEDGE;
   MODEL; CARE}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{athena.engman@utoronto.ca}},
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Number-of-Cited-References = {{63}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Sociol. Theor.}},
Doc-Delivery-Number = {{DJ1OF}},
Unique-ID = {{ISI:000373972000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000371080300005,
Author = {Gabel, Susan L. and Reid, Denise and Pearson, Holly and Ruiz, Litzy and
   Hume-Dawson, Rodney},
Title = {{Disability and Diversity on CSU Websites: A Critical Discourse Study}},
Journal = {{JOURNAL OF DIVERSITY IN HIGHER EDUCATION}},
Year = {{2016}},
Volume = {{9}},
Number = {{1}},
Pages = {{64-80}},
Month = {{MAR}},
Abstract = {{With more than 325,000 students, the California State University (CSU)
   system is 1 of the largest in the United States, making it a useful unit
   of analysis for studying disability and diversity. Using a critical
   discourse theoretical framework and borrowing strategies from Astroff
   (2001) and Pauwells (2012), we found disability information on CSU
   websites to have surface visibility-66\% of the sites had minimal
   information on the home page. However, digging deeper into the sites we
   found frustrating navigation structures, hidden content, and the
   disengagement of disability from diversity. The sites constitute
   disability as the deficits of individual students that call for
   regulatory institutional responses and ignore disability as a feature of
   diversity.}},
Publisher = {{EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC}},
Address = {{750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gabel, SL (Reprint Author), Wayne State Univ, Coll Educ, Teacher Educ Div, 289 Educ Bldg, Detroit, MI 48202 USA.
   Gabel, Susan L., Wayne State Univ, Coll Educ, Teacher Educ Div, 289 Educ Bldg, Detroit, MI 48202 USA.
   Reid, Denise, Biola Univ, Dept Special Educ, La Mirada, CA 90639 USA.
   Pearson, Holly; Ruiz, Litzy; Hume-Dawson, Rodney, Chapman Univ, PhD Program Disabil Studies, Orange, CA USA.}},
DOI = {{10.1037/a0039256}},
ISSN = {{1938-8926}},
EISSN = {{1938-8934}},
Keywords = {{disability studies; diversity; critical discourse analysis; website
   content; higher education}},
Keywords-Plus = {{HIGHER-EDUCATION; POSTSECONDARY EDUCATION; ETHNIC DIVERSITY; VIRTUAL
   FACE; HOME PAGES; STUDENTS; POLITICS; RIGHTS}},
Research-Areas = {{Education \& Educational Research; Psychology}},
Web-of-Science-Categories  = {{Education \& Educational Research; Psychology, Educational; Psychology,
   Social}},
Author-Email = {{susan.gabel@wayne.edu}},
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   Stewart D. L., 2013, J NEGRO EDUC, V82, P184, DOI DOI 10.7709/jnegroeducation.82.2.0184.
   Stodden RA, 2010, FOCUS AUTISM DEV DIS, V25, P131, DOI 10.1177/1088357610371637.
   Titchkosky T, 2001, CAN REV SOC ANTHROP, V38, P125, DOI 10.1111/j.1755-618X.2001.tb00967.x.
   Tripp P. J., 2008, J FAMILY CONSUMER SC, V100, P18.
   U. S. Department of Education National Center for Educational Statistics, 2013, DIG ED STAT 2014 201.
   U. S. Department of Education National Center for Educational Statistics, 2013, CHAR POSTS STUD.
   UPIAS, 1975, FUND PRINC DIS.
   Wilson JL, 2009, J DIVERS HIGH EDUC, V2, P91, DOI 10.1037/a0015443.
   Youngblood NE, 2012, GOV INFORM Q, V29, P582, DOI 10.1016/j.giq.2011.12.010.}},
Number-of-Cited-References = {{70}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{J. Divers. High. Educ.}},
Doc-Delivery-Number = {{DF1DZ}},
Unique-ID = {{ISI:000371080300005}},
DA = {{2020-03-18}},
}

@article{ ISI:000378292900007,
Author = {Sperling, Alison},
Title = {{Freak Temporality Female Adolescence in the Novels of Carson McCullers}},
Journal = {{GIRLHOOD STUDIES-AN INTERDISCIPLINARY JOURNAL}},
Year = {{2016}},
Volume = {{9}},
Number = {{1}},
Pages = {{88-103}},
Month = {{SPR}},
Abstract = {{In this article I will explore the repeated depiction of freak show
   performers and their relation to adolescent, tomboyish female
   protagonists in the novels of Carson McCullers. In a surprisingly
   recurrent trope across McCullers's work, young girls believe that they
   will grow uncontrollably, as tall as the ``nine foot tall{''} woman at
   the fair on the outskirts of town. Serving as a link between their
   rapidly developing bodies and their emergent sense of their own
   queerness, freakishness threatens to divert them from the normative
   futures of womanhood. I investigate this intersection of freak studies,
   a sub-discipline of disability studies, and queer theories of
   temporality, arguing for an extension of queer time through crip time,
   one which is necessitated by a consideration of freakishness in relation
   to youth and development. The figure of the freak across McCullers's
   work calls for a reassessment of girlhood's complex relationship to
   embodiment, place, sexuality, and temporality.}},
Publisher = {{BERGHAHN JOURNALS}},
Address = {{20 JAY ST, SUITE 512, BROOKLYN, NY 11201 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sperling, A (Reprint Author), Univ Wisconsin, English, Milwaukee, WI 53201 USA.
   Sperling, Alison, Univ Wisconsin, English, Milwaukee, WI 53201 USA.}},
DOI = {{10.3167/ghs.2016.090107}},
ISSN = {{1938-8209}},
EISSN = {{1938-8322}},
Keywords = {{childhood studies; crip theory; disability studies; gender studies;
   modernism; queer temporality}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Cited-References = {{Adams R, 1999, AM LIT, V71, P551.
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Number-of-Cited-References = {{32}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Girlhood Stud.}},
Doc-Delivery-Number = {{DP2BK}},
Unique-ID = {{ISI:000378292900007}},
DA = {{2020-03-18}},
}

@article{ ISI:000425939800005,
Author = {Powell, Katrina M. and Dick-Mosher, Jenny and Zvonkovic, Anisa and
   Teaster, Pamela B.},
Title = {{Displacing Marginalized Bodies: How Human Rights Discourses Function in
   the Law and in Communities}},
Journal = {{INTERNATIONAL JOURNAL FOR THE SEMIOTICS OF LAW-REVUE INTERNATIONALE DE
   SEMIOTIQUE JURIDIQUE}},
Year = {{2016}},
Volume = {{29}},
Number = {{1, SI}},
Pages = {{67-85}},
Month = {{MAR}},
Abstract = {{In this article, we examine disability and eugenics discourses and the
   ways they function in spaces where vulnerable persons have been
   historically excluded by the state and blamed for their own
   ``immiseration.{''} We ask how queer theories of repudiation, abjection,
   and vulnerability lend insight into the ways that people with
   intellectual disabilities are discursively located outside normative
   discourses of home, care, and quality of life, and whether these
   discourses shifted to serve this vulnerable population when historically
   the very places in question repudiated them, infringed on their human
   rights, and questioned their sexuality. To address these questions, we
   focus on the recent and impending closures of Virginia's Training
   Centers, residential institutions for persons with intellectual
   disabilities now scheduled for staggered closures before 2020.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Powell, KM (Reprint Author), Virginia Polytech Inst \& State Univ, Blacksburg, VA 24061 USA.
   Powell, Katrina M.; Dick-Mosher, Jenny; Zvonkovic, Anisa; Teaster, Pamela B., Virginia Polytech Inst \& State Univ, Blacksburg, VA 24061 USA.}},
DOI = {{10.1007/s11196-015-9439-4}},
ISSN = {{0952-8059}},
EISSN = {{1572-8722}},
Keywords = {{Displacement; Human rights; Disability studies; Americans with
   Disabilities Act; Virginia; Eugenics}},
Keywords-Plus = {{HOME}},
Research-Areas = {{Government \& Law; Linguistics; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Law; Language \& Linguistics; Social Sciences, Interdisciplinary}},
Author-Email = {{kmpowell@vt.edu}},
Cited-References = {{Ahmed Sara, 2000, STRANGE ENCOUNTERS E.
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   Wright S., 2001, INT HUMAN RIGHTS DEC.}},
Number-of-Cited-References = {{51}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Int. J. Semiotics Law}},
Doc-Delivery-Number = {{VC0JX}},
Unique-ID = {{ISI:000425939800005}},
DA = {{2020-03-18}},
}

@article{ ISI:000440162000002,
Author = {O'Shea, Amber and Meyer, Rachel H.},
Title = {{A Qualitative Investigation of the Motivation of College Students with
   Nonvisible Disabilities to Utilize Disability Services}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2016}},
Volume = {{29}},
Number = {{1}},
Pages = {{5-23}},
Month = {{SPR}},
Abstract = {{Students with disabilities experience unique challenges in college.
   Whereas universities offer support services to students with
   disabilities, students typically must disclose their disability in order
   to utilize such services. One important distinction regarding the
   disclosure of disabilities concerns the visibility of the disability, as
   students with nonvisible disabilities may have more choice concerning
   disclosure. Even students who disclose their disability, however, often
   cither do not utilize the available support services or utilize them
   ineffectively. This study explored the motivation of college students
   with disabilities to disclose their disability and utilize university
   support resources. Specifically, the purpose of this study was to
   explore the way students with nonvisiblc disabilities made meaning of
   being a college student with a disability and how these meanings related
   to their choice to use support services. Self-Determination Theory (Ryan
   \& Dcci, 2000a) was used as the theoretical framework to guide this
   study. The analysis identified six themes within which students'
   experiences were analyzed as more or less supportive of their
   psychological needs of autonomy, competence, and relatedness. An
   important conclusion of the analysis was that students' motivation and
   decision to utilize support services was framed by the level of
   acceptance of their disability; that is, their integration of their
   disability to their authentic self. Different levels of integration of
   the disability in students' narratives suggested different levels of
   support for the psychological needs of autonomy, competence, and
   relatedness, particularly by significant adults at home and in high
   school.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{O'Shea, A; Meyer, RH (Reprint Author), Temple Univ, Educ Psychol, Philadelphia, PA 19122 USA.
   O'Shea, Amber; Meyer, Rachel H., Temple Univ, Educ Psychol, Philadelphia, PA 19122 USA.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{motivation; self-determination theory; higher education; students with
   disabilities}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{amber.oshea@temple.edu
   rachelhmeyer1@gmail.com}},
Cited-References = {{Anctil TM, 2008, CAREER DEV TRANSIT E, V31, P164, DOI 10.1177/0885728808315331.
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   HURST D, 2005, ESTIMATING UNDERGRAD.
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   Levesque-Bristol C, 2009, TEACH PSYCHOL, V36, P262, DOI 10.1080/00986280903175707.
   Marshak L., 2010, J POSTSECONDARY ED D, V22, P151.
   Martin JM, 2010, HIGH EDUC RES DEV, V29, P259, DOI 10.1080/07294360903470969.
   Mellard D., 2006, J POSTSECONDARY ED D, V19, P71.
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   Reed MJ, 2009, HIGH EDUC RES DEV, V28, P385, DOI 10.1080/07294360903067013.
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   Seidman I., 2006, INTERVIEWING QUALITA.
   Shaw S. F., 2010, J POSTSECONDARY ED D, V22, P142.
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   Skinner ME, 2004, J POSTSECONDARY ED D, V17, P91.
   Sparks RL, 2009, J LEARN DISABIL-US, V42, P494, DOI 10.1177/0022219409338746.
   Test D. W, 2006, TRANSITION METHODS Y.
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   Wehmeyer ML, 2003, EDUC TRAIN MENT RET, V38, P131.
   Wehmyer M. L, 2007, SELF DETERMINATION I.}},
Number-of-Cited-References = {{46}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{VE7HK}},
Unique-ID = {{ISI:000440162000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000440162000003,
Author = {Van Rheenen, Derek},
Title = {{The Blind Leading the Blind: Goalball as Engaged Scholarship}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2016}},
Volume = {{29}},
Number = {{1}},
Pages = {{25-34}},
Month = {{SPR}},
Abstract = {{The paper describes an engaged scholarship course at a large public
   research university on the west coast of the United States. The pilot
   course introduces students to the scholarship on disability framed
   within the cultural studies of sport. Participants engage with existing
   literature while actively participating in goalball, a sport designed
   for the blind or visually impaired. Through narrative analyses of
   participants, three themes emerged within this engaged scholarship
   experience: (a) an increased sensitivity to disability issues through an
   academic and somatic experience; (b) challenging ableism by privileging
   visual impairment in a sports context; and (c) envisioning political
   action by creating community among unlikely partners. Based upon
   research findings from this pilot study, the paper proposes an
   integrated model of sport and disability studies at the postsecondary
   level, bringing together campus and community, combining academic and
   athletic curriculum and integrating sighted and visually impaired
   participants. One important outcome of the course has been to help
   redefine the popular adage of the blind leading the blind from an
   ableist metaphor to an expression of emancipatory education.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Van Rheenen, D (Reprint Author), Univ Calif Berkeley, Cultural Studies, Berkeley, CA 94720 USA.
   Van Rheenen, Derek, Univ Calif Berkeley, Cultural Studies, Berkeley, CA 94720 USA.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{goalball; sport; visual impairment; engaged scholarship; blind leading
   the blind}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{dvr@berkeley.edu}},
Cited-References = {{{[}Anonymous], 2007, NEW TESTAMENT MODERN.
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   WELLS H. G, 1894, COUNTRY BLIND OTHER.}},
Number-of-Cited-References = {{21}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{VE7HK}},
Unique-ID = {{ISI:000440162000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000381753000001,
Author = {Ndlovu, Sibonokuhle and Walton, Elizabeth},
Title = {{Preparation of students with disabilities to graduate into professions
   in the South African context of higher learning: Obstacles and
   opportunities}},
Journal = {{AFRICAN JOURNAL OF DISABILITY}},
Year = {{2016}},
Volume = {{5}},
Number = {{1}},
Month = {{FEB 24}},
Abstract = {{Background: Persons with disabilities continue to be excluded from
   professions in South Africa despite legislation on non-discrimination
   and equity.
   Objectives: We sought to identify both the opportunities and obstacles
   that students with disabilities face in professional degrees.
   Method: Selected texts from the South African and international
   literature were analysed and synthesised.
   Results: Students with disabilities are afforded opportunities to
   graduate into professions through the current climate of transformation,
   inclusion and disability policies, various support structures and
   funding. These opportunities are mitigated by obstacles at both the
   higher education site and at the workplace. At university, they may
   experience difficulties in accessing the curriculum, disability units
   may be limited in the support they can offer, policies may not be
   implemented, funding is found to be inadequate and the built environment
   may be inaccessible. Fieldwork poses additional obstacles in terms of
   public transport which is not accessible to students with disabilities;
   a lack of higher education support extended to the field sites, and
   buildings not designed for access by people with disabilities. At both
   sites, students are impacted by negative attitudes and continued
   assumptions that disability results from individual deficit, rather than
   exclusionary practices and pressures.
   Conclusion: It is in the uniqueness of professional preparation, with
   its high demands of both theory and practice that poses particular
   obstacles for students with disabilities. We argue for the development
   of self-advocacy for students with disabilities, ongoing institutional
   and societal transformation and further research into the experiences of
   students with disabilities studying for professional degrees.}},
Publisher = {{AOSIS}},
Address = {{POSTNET SUITE 55, PRIVATE BAG X22, TYGERVALLEY, CAPE TOWN, 00000, SOUTH
   AFRICA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ndlovu, S (Reprint Author), Univ Witwatersrand, Wits Sch Educ, Johannesburg, South Africa.
   Ndlovu, S (Reprint Author), Univ KwaZulu Natal, Gender Race \& Ident Studies, Durban, South Africa.
   Ndlovu, Sibonokuhle; Walton, Elizabeth, Univ Witwatersrand, Wits Sch Educ, Johannesburg, South Africa.
   Ndlovu, Sibonokuhle, Univ KwaZulu Natal, Gender Race \& Ident Studies, Durban, South Africa.}},
DOI = {{10.4102/ajod.v5i1.150}},
Article-Number = {{UNSP 150}},
ISSN = {{2223-9170}},
EISSN = {{2226-7220}},
Keywords-Plus = {{HIGHER-EDUCATION; DISABLED STUDENTS; EXPERIENCES; TRANSITION; UNIVERSITY}},
Research-Areas = {{Health Care Sciences \& Services}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services}},
Author-Email = {{swadenga@gmail.com}},
Cited-References = {{ABBOTT A, 1988, SYSTEMS PROFESSIONS.
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Number-of-Cited-References = {{63}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Afr. J. Disabil.}},
Doc-Delivery-Number = {{DT8PK}},
Unique-ID = {{ISI:000381753000001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000371984400002,
Author = {Jaarsma, Ada S.},
Title = {{Design, disability and play: the animal politics of education}},
Journal = {{GENDER AND EDUCATION}},
Year = {{2016}},
Volume = {{28}},
Number = {{2, SI}},
Pages = {{195-212}},
Month = {{FEB 23}},
Abstract = {{This article draws out the materialist import of the turn towards
   universal design in learning. Bringing Brian Massumi's recent work on
   play together with disability studies, it identifies design as integral
   to the embodied dynamics of classrooms. Contrasting neo-Darwinist
   presumptions with materialist insights by thinkers like Tim Ingold, the
   chapter makes the case for pedagogical methods that exemplify play. On
   Massumi's terms, play is instinctual, proffering a resource for
   undermining the despair of normalising scripts. If learning involves
   play, then there is lived abstraction at the heart of becoming. And if
   teaching involves design work, teachers become more responsible for
   their own pedagogical stylings. Taking up Margaret Price's work on
   disability, the article explores flexibility as an ethos that ideally
   suffuses all instruction. Design work can create playful classroom
   territories, but it can also reinforce the despair of exclusionary
   spaces. The article makes the case for flexibility as an existentially
   transformative dynamic.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jaarsma, AS (Reprint Author), Mt Royal Univ, Humanities, Calgary, AB, Canada.
   Jaarsma, Ada S., Mt Royal Univ, Humanities, Calgary, AB, Canada.}},
DOI = {{10.1080/09540253.2015.1132301}},
ISSN = {{0954-0253}},
EISSN = {{1360-0516}},
Keywords = {{Disability studies; Brian Massumi; universal design; evolutionary
   theory; new materialist theory}},
Keywords-Plus = {{UNIVERSAL DESIGN}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{adajaarsma@gmail.com}},
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Number-of-Cited-References = {{64}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Gend. Educ.}},
Doc-Delivery-Number = {{DG3QI}},
Unique-ID = {{ISI:000371984400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000368934800012,
Author = {Varcin, Kandice J. and Nelson, III, Charles A. and Ko, Jordan and Sahin,
   Mustafa and Wu, Joyce Y. and Jeste, Shafali Spurling},
Title = {{Visual Evoked Potentials as a Readout of Cortical Function in Infants
   With Tuberous Sclerosis Complex}},
Journal = {{JOURNAL OF CHILD NEUROLOGY}},
Year = {{2016}},
Volume = {{31}},
Number = {{2}},
Pages = {{195-202}},
Month = {{FEB}},
Abstract = {{Tuberous sclerosis complex is an autosomal dominant genetic disorder
   that confers a high risk for neurodevelopmental disorders, such as
   autism spectrum disorder and intellectual disability. Studies have
   demonstrated specific delays in visual reception skills that may predict
   the development of autism spectrum disorder and intellectual disability.
   Based on evidence for alterations in the retinogeniculate pathway in
   animal models of tuberous sclerosis complex, we asked whether children
   with tuberous sclerosis complex demonstrate alterations in early visual
   processing that may undermine the development of higher-level visual
   behaviors. Pattern-reversal visual evoked potentials were recorded in
   infants with tuberous sclerosis complex (n = 16) and typically
   developing infants (n = 18) at 12 months of age. Infants with tuberous
   sclerosis complex demonstrated remarkably intact visual evoked
   potentials even within the context of intellectual disability and
   epilepsy. Infants with tuberous sclerosis complex show intact visual
   cortical processing, suggesting that delays in visually mediated
   behaviors in tuberous sclerosis complex may not be rooted in early
   visual processing deficits.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Nelson, CA (Reprint Author), Harvard Univ, Sch Med, Div Dev Med, Boston Childrens Hosp, 1 Autumn St,6th Floor, Boston, MA 02215 USA.
   Varcin, Kandice J.; Nelson, Charles A., III, Harvard Univ, Sch Med, Div Dev Med, Boston Childrens Hosp, 1 Autumn St,6th Floor, Boston, MA 02215 USA.
   Nelson, Charles A., III, Harvard Univ, Grad Sch Educ, Boston, MA 02215 USA.
   Ko, Jordan; Jeste, Shafali Spurling, Univ Calif Los Angeles, Semel Inst Neurosci \& Human Behav, Los Angeles, CA 90024 USA.
   Sahin, Mustafa, Harvard Univ, Boston Childrens Hosp, FM Kirby Neurobiol Ctr, Translat Neurosci Ctr,Dept Neurol,Med Sch, Boston, MA 02215 USA.
   Wu, Joyce Y., Univ Calif Los Angeles, Div Pediat Neurol, Mattel Childrens Hosp, Los Angeles, CA USA.}},
DOI = {{10.1177/0883073815587328}},
ISSN = {{0883-0738}},
EISSN = {{1708-8283}},
Keywords = {{tuberous sclerosis complex; visual evoked potentials; event-related
   potentials; visual processing; neurodevelopmental disorders}},
Keywords-Plus = {{FIELD DEFECTS; VIGABATRIN; CHILDREN; IMPAIRMENT; MATURATION; SYSTEM;
   AUTISM; VEP; TSC}},
Research-Areas = {{Neurosciences \& Neurology; Pediatrics}},
Web-of-Science-Categories  = {{Clinical Neurology; Pediatrics}},
Author-Email = {{charles.nelson@childrens.harvard.edu}},
ResearcherID-Numbers = {{SAHIN, MUSTAFA/I-8653-2019
   Jeste, Shafali S/N-2350-2017}},
ORCID-Numbers = {{SAHIN, MUSTAFA/0000-0001-7044-2953
   Jeste, Shafali S/0000-0003-2955-6902}},
Funding-Acknowledgement = {{Department of Defense (DOD CDMRP TSCRP); University of California, Los
   Angeles CTSI {[}UL1RR033176]}},
Funding-Text = {{The authors disclosed receipt of the following financial support for the
   research, authorship, and/or publication of this article: This work was
   supported by the Department of Defense (DOD CDMRP TSCRP: 2011-2014) and
   University of California, Los Angeles CTSI (UL1RR033176).}},
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Number-of-Cited-References = {{40}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{J. Child Neurol.}},
Doc-Delivery-Number = {{DC0VB}},
Unique-ID = {{ISI:000368934800012}},
OA = {{Green Accepted, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000367331300002,
Author = {Saven, Jessica L. and Anderson, Daniel and Nese, Joseph F. T. and
   Farley, Dan and Tindal, Gerald},
Title = {{Patterns of Statewide Test Participation for Students With Significant
   Cognitive Disabilities}},
Journal = {{JOURNAL OF SPECIAL EDUCATION}},
Year = {{2016}},
Volume = {{49}},
Number = {{4}},
Pages = {{209-220}},
Month = {{FEB}},
Abstract = {{Students with significant cognitive disabilities are eligible to
   participate in two statewide testing options for accountability:
   alternate assessments or general assessments with appropriate
   accommodations. Participation guidelines are generally quite vague,
   leading to students switching test participation between years. In this
   study, we tracked test participation for two cohorts of students with a
   documented disability over 3 years. Results suggested approximately 25\%
   of students who initially took the alternate assessment switched test
   type at least once, although patterns of switching were not consistent
   across disabilities. Students on the performance bubble were more likely
   to switch test participation. Test switching poses challenges for
   monitoring students' academic growth within accountability frameworks.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Saven, JL (Reprint Author), Univ Oregon, Behav Res \& Teaching, 275 Educ 5262, Eugene, OR 97405 USA.
   Saven, Jessica L.; Anderson, Daniel; Nese, Joseph F. T.; Farley, Dan; Tindal, Gerald, Univ Oregon, Behav Res \& Teaching, Eugene, OR 97405 USA.}},
DOI = {{10.1177/0022466915582213}},
ISSN = {{0022-4669}},
EISSN = {{1538-4764}},
Keywords = {{alternate assessment; accountability systems; longitudinal research
   methods; quantitative research methods}},
Keywords-Plus = {{MODELS; GROWTH}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{jsaven@uoregon.edu}},
ResearcherID-Numbers = {{Barton, Jessica L Saven/AAF-7060-2020}},
Funding-Acknowledgement = {{Cooperative Service Agreement from the Institute of Education Sciences
   (IES) {[}R324C110004]; Oregon Department of Education}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was funded in part by a Cooperative Service Agreement from the
   Institute of Education Sciences (IES) establishing the National Center
   on Assessment and Accountability for Special Education-NCAASE (PR/Award
   No. R324C110004). Oregon Department of Education funded the development
   and implementation of the statewide assessments used in this research.}},
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   U. S. Department of Education, 2005, ALT ACH STAND STUD M.
   Wickham H, 2009, USE R, P1, DOI 10.1007/978-0-387-98141-3\_1.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Spec. Educ.}},
Doc-Delivery-Number = {{CZ8DV}},
Unique-ID = {{ISI:000367331300002}},
DA = {{2020-03-18}},
}

@article{ ISI:000371341800010,
Author = {Crawford, Jane},
Title = {{Disability Studies: A Student's Guide}},
Journal = {{INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION}},
Year = {{2016}},
Volume = {{63}},
Number = {{1, SI}},
Pages = {{145-146}},
Month = {{JAN 2}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Crawford, J (Reprint Author), Univ Queensland, Brisbane, Qld, Australia.
   Crawford, Jane, Univ Queensland, Brisbane, Qld, Australia.}},
DOI = {{10.1080/1034912X.2015.1117792}},
ISSN = {{1034-912X}},
EISSN = {{1465-346X}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{jane.crawford@linkhealthcare.com.au}},
Cited-References = {{Cameron C., 2014, DISABILITY STUDIES S, P33.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Disabil. Dev. Educ.}},
Doc-Delivery-Number = {{DF4SW}},
Unique-ID = {{ISI:000371341800010}},
DA = {{2020-03-18}},
}

@article{ ISI:000370624000001,
Author = {Vehmas, Simo and Watson, Nick},
Title = {{Exploring normativity in disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{1}},
Pages = {{1-16}},
Month = {{JAN 2}},
Abstract = {{Normativity is a concept that is often misapplied in disability studies,
   especially in `postconventional' accounts, where the concept is
   conflated with `normal', `normate', or `standard'. This article
   addresses this confusion, explores the meaning and use of `normativity',
   and presents some analytic tools to discuss normative issues of right
   and wrong. The article finishes by discussing examples where conceptual
   confusions result in confused normative judgments focusing in particular
   on agency, responsibility and moral status. The article argues that
   disability research should carefully consider the use of theories and
   empirical knowledge in the light of their ethical implications as well
   as the lived experiences of disability.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vehmas, S (Reprint Author), Univ Helsinki, Disabil Studies, Helsinki, Finland.
   Vehmas, Simo, Univ Helsinki, Disabil Studies, Helsinki, Finland.
   Watson, Nick, Univ Glasgow, Disabil Studies, Glasgow, Lanark, Scotland.}},
DOI = {{10.1080/09687599.2015.1120657}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{posthumanism; Ethics; moral status; moral responsibility}},
Keywords-Plus = {{INTELLECTUAL DISABILITY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{simo.vehmas@helsinki.fi}},
ORCID-Numbers = {{Watson, Nicholas/0000-0002-0364-427X}},
Funding-Acknowledgement = {{Kulttuurin ja Yhteiskunnan Tutkimuksen Toimikunta {[}SA 275988]}},
Funding-Text = {{This work was supported by Kulttuurin ja Yhteiskunnan Tutkimuksen
   Toimikunta {[}grant number SA 275988].}},
Cited-References = {{Arpaly N, 2005, NOUS, P282.
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Number-of-Cited-References = {{66}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DE4TU}},
Unique-ID = {{ISI:000370624000001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000370624000002,
Author = {Meltzer, Ariella and Kramer, John},
Title = {{Siblinghood through disability studies perspectives: diversifying
   discourse and knowledge about siblings with and without disabilities}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{1}},
Pages = {{17-32}},
Month = {{JAN 2}},
Abstract = {{Research about siblings where one has a disability has historically
   focused on the psychological outcomes of siblings of people with
   disabilities and has very rarely asked people with disabilities about
   their sibling relationships. This research focus represents the common
   individualizing approach and under-representation of people with
   disabilities that disability studies has argued against. Tracing the
   history of research about siblings and disability through
   de/institutionalization and towards current broader theories in
   disability studies, this article suggests that a range of disability
   studies perspectives can usefully de-individualize and expand research
   about siblings where one has a disability. Through examples of how
   materialist, feminist and inclusive perspectives can be applied to open
   up research about siblings and disability, the article argues that
   viewing siblinghood through the range of disability studies perspectives
   has the potential to expand this research field and represent new facets
   of siblings' identities and lives together.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Meltzer, A (Reprint Author), UNSW Australia, Social Policy Res Ctr, Sydney, NSW, Australia.
   Meltzer, A (Reprint Author), UNSW Australia, Ctr Social Impact, Sydney, NSW, Australia.
   Meltzer, Ariella, UNSW Australia, Social Policy Res Ctr, Sydney, NSW, Australia.
   Meltzer, Ariella, UNSW Australia, Ctr Social Impact, Sydney, NSW, Australia.
   Kramer, John, Univ Massachusetts, Inst Community Inclus, Sch Global Inclus \& Social Dev, Boston, MA 02125 USA.}},
DOI = {{10.1080/09687599.2015.1127212}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability studies; de-individualizing; disability; brothers and
   sisters; Siblings}},
Keywords-Plus = {{DEVELOPMENTAL-DISABILITIES; MENTAL-RETARDATION; ADULT SIBLINGS;
   CHILDREN; PEOPLE; ADJUSTMENT; INTERVENTION; FUTURE; INVOLVEMENT;
   BROTHERS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{a.meltzer@unsw.edu.au}},
ResearcherID-Numbers = {{Kramer, John/F-8907-2018}},
ORCID-Numbers = {{Kramer, John/0000-0002-3718-2720}},
Funding-Acknowledgement = {{Administration for Community Living, National Institute on Disability,
   Independent Living, and Rehabilitation Research {[}90RT5028]; United
   States Department of Education, Office of Special Education and
   Rehabilitative Services, National Institute on Disability and
   Rehabilitation Research {[}H133F110018]; University of Illinois at
   Chicago Graduate College}},
Funding-Text = {{Portions of this article were developed under grants to the second
   author from the Administration for Community Living, National Institute
   on Disability, Independent Living, and Rehabilitation Research {[}grant
   \#90RT5028], United States Department of Education, Office of Special
   Education and Rehabilitative Services, National Institute on Disability
   and Rehabilitation Research {[}grant \#H133F110018], and the University
   of Illinois at Chicago Graduate College. However, the views expressed in
   this article are those of the authors and do not necessarily represent
   the policy or endorsement of the funding bodies or any other listed
   grantor.}},
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Number-of-Cited-References = {{90}},
Times-Cited = {{19}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{22}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DE4TU}},
Unique-ID = {{ISI:000370624000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000370624000008,
Author = {Jaffee, Laura Jordan},
Title = {{Disrupting global disability frameworks: settler-colonialism and the
   geopolitics of disability in Palestine/Israel}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{1}},
Pages = {{116-130}},
Month = {{JAN 2}},
Abstract = {{In recent years, Israel has seen an increase in disability studies
   scholarship and disability rights activism. At the same time, critical
   disability studies scholars have begun calling attention to the role of
   colonization and neocolonial powers, too often obscured in disability
   studies work, in disabling oppressed nations. This article brings these
   critiques in conversation with disability studies scholarship regarding
   Occupied Palestine to argue that disability is inextricably intertwined
   with the settler-colonial project of the Israeli state. By highlighting
   the geopolitical production of disablement, this work suggests that
   social approaches to disability have largely effaced disability
   injustice rooted in geopolitical power imbalances.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jaffee, LJ (Reprint Author), Syracuse Univ, Cultural Fdn Educ, Syracuse, NY USA.
   Jaffee, Laura Jordan, Syracuse Univ, Cultural Fdn Educ, Syracuse, NY USA.}},
DOI = {{10.1080/09687599.2015.1119038}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability studies; critical disability studies; Palestine;
   settler-colonialism; Israel; disability justice}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{ljjaffee@syr.edu}},
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   Epstein G., 2014, DISABILITY STUDIES Q, V34.
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   Meekosha H, 2011, THIRD WORLD Q, V32, P1383, DOI 10.1080/01436597.2011.614800.
   Ostrander N., 2007, DISABILITY STUDIES Q, V27.
   Puar J., 2014, COMMUNICATION   0424.
   Reinhart Tanya, 2002, PALESTINE ISRAEL END.
   Rimmerman A, 2015, DISABIL SOC, V30, P46, DOI 10.1080/09687599.2014.982784.
   Russell Marta, 2001, J DISABIL POLICY STU, V12, P87, DOI DOI 10.1177/104420730101200205.
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   Samuels Ellen, 2014, FANTASIES IDENTIFICA.
   Sengupta Kim, 2014, INDEPENDENT.
   Soldatic K, 2013, DISABIL SOC, V28, P744, DOI 10.1080/09687599.2013.802218.
   Ticktin M, 2011, GEND HIST, V23, P250, DOI 10.1111/j.1468-0424.2011.01637.x.
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   Zerubavel Y., 2002, ISRAEL STUDIES, V17, P115.
   Zirin Dave, 2014, NATION.}},
Number-of-Cited-References = {{36}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DE4TU}},
Unique-ID = {{ISI:000370624000008}},
DA = {{2020-03-18}},
}

@article{ ISI:000370274400001,
Author = {Marr, Matthew J.},
Title = {{``May you overcome your obstacles{''}: reconsidering Pedro Almodovar's
   Hable con ella/Talk to Her (2002) through the disability studies lens}},
Journal = {{JOURNAL OF SPANISH CULTURAL STUDIES}},
Year = {{2016}},
Volume = {{17}},
Number = {{1}},
Pages = {{45-61}},
Month = {{JAN 2}},
Abstract = {{Beginning with its initial sequence, impaired perception emerges as a
   central motif of Pedro Almodovar's Hable con ella/Talk to Her (2002).
   This is especially evident in those scenes that contribute toward our
   awareness of the psychopathic condition - arguably a disability - that
   gives way to the character Benigno's gross misreading of an impossible
   romantic relationship with his comatose patient, Alicia. Though left as
   an unresolved matter in the diegesis, this implied psychological
   disorder parallels a dynamic at play in our own perceptive experience as
   spectators of the film. Almodovar's drama provokes a muddled, even
   contradictory, vision of Benigno as both hero (caring nurse) and villain
   (rapist), not to mention as a victim himself - a social misfit, for one,
   but also (and though it cannot excuse his crimes) a person with a
   potentially untreated cognitive disability. This essay will frame this
   film's diverse iterations of blurred vision in relation to its
   heretofore unexamined problematization of bodily disability and, in
   particular, recovery. Namely, it will consider the thorny issue of how
   we are to interpret Alicia's uncanny return to ``normalcy{''} by way of
   rape, pregnancy and miscarriage. Highlighting how the circumstances of
   this awakening place her recovery narrative in a highly unsettling
   space, this paper proposes that Hable con ella ultimately offers a
   critique of ableist culture's facile rhetoric of overcoming.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Marr, MJ (Reprint Author), Penn State Univ, Dept Spanish Italian \& Portuguese, University Pk, PA 16802 USA.
   Marr, Matthew J., Penn State Univ, Dept Spanish Italian \& Portuguese, University Pk, PA 16802 USA.}},
DOI = {{10.1080/14636204.2015.1135603}},
ISSN = {{1463-6204}},
EISSN = {{1469-9818}},
Keywords = {{disability; spectatorship; rape; ethics; blindness; Cinema}},
Keywords-Plus = {{ART}},
Research-Areas = {{Cultural Studies}},
Web-of-Science-Categories  = {{Cultural Studies}},
Author-Email = {{mjm66@psu.edu}},
Cited-References = {{Acevedo-Munoz Ernesto, 2007, P ALMODOVAR.
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   SMITH PJ, 2009, ALL ALMODOVAR PASSIO, P37.
   Snyder S., 2006, DISABILITY STUDIES R, P205.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{J. Span. Cult. Stud.}},
Doc-Delivery-Number = {{DD9VS}},
Unique-ID = {{ISI:000370274400001}},
DA = {{2020-03-18}},
}

@article{ ISI:000369767300006,
Author = {Eales, Lindsay and Peers, Danielle},
Title = {{Moving Adapted Physical Activity: The Possibilities of Arts-Based
   Research}},
Journal = {{QUEST}},
Year = {{2016}},
Volume = {{68}},
Number = {{1, SI}},
Pages = {{55-68}},
Month = {{JAN 2}},
Abstract = {{Where is the moving body in our written bodies of work? How might we
   articulate truly unspeakable and deeply moving moments of understanding?
   In what ways can we reflect and honor the knowledge of those who do not
   use academic words, English words, or any words at all? How might art
   move us to answer these questions differentlyand more importantly, to
   ask different questions? These lines of inquiry have driven arts-based
   research movements within many fields including nursing, medicine, and
   education. In this article, we explore existing and potential uses of
   arts in adapted physical activity research and practice. We weave
   theoretical exploration, artistic engagement, and our personal
   experiences as researchers, practitioners and disabled movers. We do so
   in order to demonstrate how artistic epistemologies can enrich and
   expand our inquiry, understanding, and engagement in adapted physical
   activity.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Eales, L (Reprint Author), Univ Alberta, 3-100 Univ Hall,Van Vliet Complex, Edmonton, AB T6G 2H9, Canada.
   Eales, Lindsay; Peers, Danielle, Univ Alberta, Phys Educ \& Recreat, Edmonton, AB T6G 2H9, Canada.}},
DOI = {{10.1080/00336297.2015.1116999}},
ISSN = {{0033-6297}},
EISSN = {{1543-2750}},
Keywords = {{Arts-based research; qualitative methods; disability; critical
   disability studies}},
Keywords-Plus = {{RESEARCH ASSUMPTIONS; DISABILITY; PERSPECTIVES; WHEELCHAIR; INQUIRY}},
Research-Areas = {{Education \& Educational Research; Sport Sciences}},
Web-of-Science-Categories  = {{Education \& Educational Research; Sport Sciences}},
Author-Email = {{peers@ualberta.ca}},
ORCID-Numbers = {{Peers, Danielle/0000-0001-9492-0171}},
Cited-References = {{BARNES C, 1997, DOING DISABILITY RES, P1.
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   Charlton J. I., 1998, NOTHING US US.
   Clough P. T., 2000, QUALITATIVE INQUIRY, V6, P278, DOI DOI 10.1177/107780040000600211.
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   Ellis C, 2000, HDB QUALITATIVE RES, P733.
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   Goodwin D. L., 2009, ADAPTED PHYS ACTIVIT, V29, P295.
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   Withers A. J., 2012, DISABILITY THEORY PO.
   Woo YYJ, 2008, EDUC RESEARCHER, V37, P321, DOI 10.3102/0013189X08324229.}},
Number-of-Cited-References = {{53}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Quest}},
Doc-Delivery-Number = {{DD2QM}},
Unique-ID = {{ISI:000369767300006}},
DA = {{2020-03-18}},
}

@article{ ISI:000369505500005,
Author = {Whiteley, Annette D. and Kurtz, Donna L. M. and Cash, Penelope A.},
Title = {{Stigma and Developmental Disabilities in Nursing Practice and Education}},
Journal = {{ISSUES IN MENTAL HEALTH NURSING}},
Year = {{2016}},
Volume = {{37}},
Number = {{1}},
Pages = {{26-33}},
Month = {{JAN 2}},
Abstract = {{Individuals with developmental disabilities (DD) experience stigma,
   discrimination, and barriers, including access to appropriate health
   care, that restrict their ability to be equal participants in society.
   In this study, underlying contexts, assumptions, and ways of acting are
   investigated that perpetuate inequalities and pejorative treatment
   toward those with disabilities. Several nurse researchers and educators
   suggest specific content for, or approaches to, education about DD.
   Critical pedagogy that employs cultural competency and a disability
   studies' framework to guide curriculum and course development will allow
   assumptions underlying common health care practices that oppress and
   other people with disabilities to be exposed and changed.}},
Publisher = {{TAYLOR \& FRANCIS INC}},
Address = {{530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Whiteley, AD (Reprint Author), 480 Cadder Ave, Kelowna, BC V1Y 5N3, Canada.
   Whiteley, Annette D., Interior Hlth, Dev Disabil Mental Hlth Serv, Kelowna, BC, Canada.
   Kurtz, Donna L. M., Univ British Columbia Okanagan, Sch Nursing, Kelowna, BC, Canada.
   Cash, Penelope A., Federat Univ Australia, Mt Helen, Vic, Australia.}},
DOI = {{10.3109/01612840.2015.1081654}},
ISSN = {{0161-2840}},
EISSN = {{1096-4673}},
Keywords-Plus = {{INTELLECTUAL DISABILITY; HEALTH-CARE; CURRICULUM; ATTITUDES; NURSES;
   INDIVIDUALS; STUDENTS; PEOPLE; WORK}},
Research-Areas = {{Nursing; Psychiatry}},
Web-of-Science-Categories  = {{Nursing; Psychiatry}},
Author-Email = {{Annettewhite-ley100@gmail.com}},
ORCID-Numbers = {{Kurtz, Donna/0000-0002-3342-215X}},
Cited-References = {{AboutKidsHealth, 2011, DEV DIS RIS CDC STUD.
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   Wray J, 2008, NURS EDUC TODAY, V28, P513, DOI 10.1016/j.nedt.2007.09.011.}},
Number-of-Cited-References = {{68}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Issues Ment. Health Nurs.}},
Doc-Delivery-Number = {{DC8YE}},
Unique-ID = {{ISI:000369505500005}},
DA = {{2020-03-18}},
}

@article{ ISI:000370624000003,
Author = {Vandekinderen, Caroline and Roets, Griet},
Title = {{The post(hu)man always rings twice: theorising the difference of
   impairment in the lives of people with `mental health problems'}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{1}},
Pages = {{33-46}},
Month = {{JAN 2}},
Abstract = {{A vital debate in British disability studies concerns the question of
   how impairment can be theorised, taking place between those who claim a
   critical realist ontology and those who argue for a critical social
   ontology. Recently, this discussion on impairment issues seems to merge
   with the agenda of the newly emerging perspective of critical disability
   studies. In contrast to the recent claim of Vehmas and Watson in
   Disability \& Society that critical disability theorists only engage in
   a relativistic deconstruction of impairment, as critical disability
   scholars we explore the recent work of Braidotti who addresses a
   difference between a deconstructive anti-humanist stance and an
   affirmative post-humanist turn. Inspired by our empirical research, we
   theorise the difference of impairment in the lives of people with
   `mental health problems' that can imply, in theoretical and in practical
   real-life terms, both a limitation and a potential that matters.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vandekinderen, C (Reprint Author), Univ Ghent, Dept Social Welf Studies, B-9000 Ghent, Belgium.
   Vandekinderen, Caroline; Roets, Griet, Univ Ghent, Dept Social Welf Studies, B-9000 Ghent, Belgium.}},
DOI = {{10.1080/09687599.2015.1119037}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Continental (feminist) materialism; Impairment; difference; mental
   health problems; critical disability studies}},
Keywords-Plus = {{DISABILITY; ONTOLOGY; CITIZEN}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{caroline.vandekinderen@ugent.be}},
Cited-References = {{Aubrecht K., 2012, REV DISABILITY STUDI, V8, P31.
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Number-of-Cited-References = {{60}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DE4TU}},
Unique-ID = {{ISI:000370624000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000365614400005,
Author = {Opini, Bathseba},
Title = {{Walking the talk: towards a more inclusive field of disability studies}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2016}},
Volume = {{20}},
Number = {{1}},
Pages = {{67-90}},
Month = {{JAN 2}},
Abstract = {{This paper is a conversation about growing an inclusive field of
   disability studies. The paper draws on data collected through an
   analysis of existing disability studies programmes in selected Canadian
   universities. The paper makes a case for including diverse perspectives,
   experiences, viewpoints, and voices in these programmes. In this work, I
   call for an interrogation of the normativity in the field of disability
   studies and for critical reflections and discussions about growing a
   diverse and inclusive field that pays attention to marginalised
   populations. There is a need to rethink the exclusionary nature of
   knowledge, space, bodies, and pedagogy in the field, which perpetuates
   Eurocentric culture, thoughts, and practices.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Opini, B (Reprint Author), Univ British Columbia, Dept Educ Studies, Vancouver, BC V5Z 1M9, Canada.
   Opini, Bathseba, Univ British Columbia, Dept Educ Studies, Vancouver, BC V5Z 1M9, Canada.}},
DOI = {{10.1080/13603116.2015.1073800}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{inclusiveness; Indigenous; global South; global North; disability
   studies}},
Keywords-Plus = {{MENTAL-HEALTH; RACE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{bathseba.opini@ubc.ca}},
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Number-of-Cited-References = {{80}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{CX3QO}},
Unique-ID = {{ISI:000365614400005}},
DA = {{2020-03-18}},
}

@article{ ISI:000364197300004,
Author = {Young, Kathryn S.},
Title = {{How student teachers (don't) talk about race: An intersectional analysis}},
Journal = {{RACE ETHNICITY AND EDUCATION}},
Year = {{2016}},
Volume = {{19}},
Number = {{1}},
Pages = {{67-95}},
Month = {{JAN 2}},
Abstract = {{This study explores how student teacher talk about their students
   illuminates the identities ascribed to these same students. It uses a
   hybrid intersectional framework based on Disability Studies, Critical
   Race Theory, and Latino Critical Theory and methodologies (like
   examining majoritarian stories, counter-storytelling, coded talk, and
   post-civil rights race talk) to uncover how student teacher talk reveals
   oppressive discourses of race, disability (and language status). This
   article focuses on how the medicalization of disability facilitates
   student teachers not identifying the racialization of disability in
   school. It demonstrates the need for educational research to employ an
   intersectionality lens when exploring educational issues related to
   students' identities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Young, KS (Reprint Author), Metropolitan State Univ Denver, Dept Teacher Educ, Denver, CO 80204 USA.
   Metropolitan State Univ Denver, Dept Teacher Educ, Denver, CO 80204 USA.}},
DOI = {{10.1080/13613324.2013.831826}},
ISSN = {{1361-3324}},
EISSN = {{1470-109X}},
Keywords = {{race; disability; teacher education}},
Keywords-Plus = {{INCLUSIVE EDUCATION; DISABILITY; DIFFERENCE; WHITENESS; DILEMMA;
   SCHOOLS; LEGAL}},
Research-Areas = {{Education \& Educational Research; Ethnic Studies}},
Web-of-Science-Categories  = {{Education \& Educational Research; Ethnic Studies}},
Author-Email = {{kyoung42@msudenver.edu}},
ORCID-Numbers = {{Young, Kathryn/0000-0002-3895-6038}},
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Number-of-Cited-References = {{102}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{27}},
Journal-ISO = {{Race Ethn. Educ.}},
Doc-Delivery-Number = {{CV3WO}},
Unique-ID = {{ISI:000364197300004}},
DA = {{2020-03-18}},
}

@article{ ISI:000412262500025,
Author = {Zdrodowska, Magdalena},
Title = {{JAG I ELLON IAN UNIVERSITY (CRACOW) Between Activism and Academy:
   DisabilityStudies}},
Journal = {{TEKSTY DRUGIE}},
Year = {{2016}},
Number = {{5}},
Pages = {{384-403}},
Abstract = {{This article outlines the history and theoretical foundations of
   disability studies a discipline that remains little known in Poland.
   Unlike medical and pedagogical paradigms, the social and cultural model
   does notsee disability as an illness or a personal tragedy, but thinks
   about it in terms of identity and of socially negotiable concepts,
   attitudes and values. Zdrodowska situates disability studies in the
   context of Modernist redefinitions of norms as well as the process of
   medicalization that marked the twentieth century. The article's main
   focus is on the discipline's functioning in both academic frameworks and
   in social and political spheres. To illustrate the shift in perspective
   proposed by disability studies, Zdrodowska discusses the notions of
   ablism, inspiration porn as well as narrative prosthesis.}},
Publisher = {{POLISH ACAD SCIENCES, INST LITERARY RESEARCH}},
Address = {{UL NOWY SWIAT 72, PALAC STASZICA, ROOM 1, WARSZAWA, 00-330, POLAND}},
Type = {{Article}},
Language = {{Polish}},
Affiliation = {{Zdrodowska, M (Reprint Author), Jagiellonian Univ, Inst Sztuk Audiowizualnych, Krakow, Poland.
   Zdrodowska, Magdalena, Jagiellonian Univ, Inst Sztuk Audiowizualnych, Krakow, Poland.}},
DOI = {{10.18318/td.zoi6.5.25}},
ISSN = {{0867-0633}},
Keywords = {{disability studies; humanities; representation; history of science;
   identity}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Slavic}},
Author-Email = {{zdrodowska@uj.edu.pl}},
Cited-References = {{{[}Anonymous], 1975, FUND PRINC DIS.
   {[}Anonymous], 1998, DEAF DISABLED DEAFNE.
   Barnes C., 1996, DISABIL SOC, P107.
   Barnes C., DOING DISABILITY RES.
   Campbell FK, 2009, CONTOURS OF ABLEISM:THE PRODUCTION OF DISABILITY AND ABLEDNESS, P1, DOI 10.1057/9780230245181.
   Chouinard V., 1997, MAKING SPACE DISABLI, P379.
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   Conrad P, 2007, MED SOC TRANSFORMATI, P3.
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   Davidson M., 2006, DISABILITY STUDIES R, P119.
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   Haller B., 2017, DISABILITY SOCIAL ME, P43.
   Hunt P., 1981, DISABILITY CHALLENGE, P37.
   Kowalska B., 2014, STUD SOCJOLOGICZNE, P225.
   Latour B., 2011, NIGDY NIE BYLISMY NO.
   Linton S., 2006, DISABILITY STUDIES R, P161.
   Mairs Nancy, 1986, PLAINTEXT DECIPHERIN.
   McRuer R., 2013, DISABILITY STUDIES R, P374.
   Meekosha H., 2009, AUSTR J HUMAN RIGHTS, V15, P47, DOI DOI 10.1080/1323238X.2009.11910861.
   Mitchell D. T., 2000, SNYDER NARRATIVE PRO.
   MORRIS J, 1991, PRIDE PREJUDICE.
   Oliver M., 2004, IMPLEMENTING SOCIAL, P19.
   Oliver M., 1983, SOCIAL WORK DISABLED.
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   Ott Katherine, 2015, KEYWORDS DISABILITY, P140.
   Ramcharan P., 1994, DISABILITY IS NOT ME, P237.
   Rosemarie GARLAND-THOMSON, 2006, DISABILITY STUDIES R, P333.
   Sak M., 2014, DEAFSTUDIES POLSCE.
   Shapespeare T., DISABILITY STUDIES R, P198.
   Shapiro J. P., 1993, NO PITY PEOPLE DISAB.
   Sontag S., 2010, WUDIK CUDZEGO CIERPE.
   Stone E, 1996, BRIT J SOCIOL, V47, P699, DOI 10.2307/591081.
   Tanaka K., ROOTS SOCIAL MODEL L.
   Tremain S, 2005, FOUCAULT GOVT DISABI.
   Tremblay M., 1996, DISABIL SOC, P149.
   Vehmas S., 2014, DISABIL SOC, P640.
   Young S., 2014, I AM NOT YOUR INSPIR.
   Young S., 2012, WERE NOT HERE YOUR I.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Teksty Drugie}},
Doc-Delivery-Number = {{FI8OS}},
Unique-ID = {{ISI:000412262500025}},
DA = {{2020-03-18}},
}

@article{ ISI:000408810100002,
Author = {Derby, John},
Title = {{Confronting Ableism: Disability Studies Pedagogy in Preservice Art
   Education}},
Journal = {{STUDIES IN ART EDUCATION}},
Year = {{2016}},
Volume = {{57}},
Number = {{2}},
Pages = {{102-119}},
Abstract = {{This article discusses an action research project in which critical
   Disability Studies pedagogy was integrated into two Art Education
   courses for preservice art teachers. Research participants investigated
   Disability Studies literature and disability visual culture and designed
   lesson plans, teacher art examples, and artist's statements that
   confronted ableism. Attitudinal surveys were administered before and
   after the project, and several participants were interviewed. First, the
   project is described; then, student outcomes are examined to illuminate
   Fiona Campbell's research on ableism, specifically the two core elements
   that are central to regimes of ableism: the notion of the normative and
   normate individual and the enforcement of an able/not-able
   constitutional divide. Data suggest that preservice art teachers are
   ready and willing to engage Disability Studies pedagogy in pK-12
   classrooms; as such, this study anticipates a Disability Studies Art
   Education agenda and exemplifies how Art Education can inform Disability
   Studies in expanding beyond academia.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Derby, J (Reprint Author), Univ Kansas, Lawrence, KS 66045 USA.
   Derby, John, Univ Kansas, Lawrence, KS 66045 USA.}},
DOI = {{10.1080/00393541.2016.1133191}},
ISSN = {{0039-3541}},
EISSN = {{2325-8039}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{johnderby@ku.edu}},
Funding-Acknowledgement = {{State of Kansas through New Faculty General Research Fund; University of
   Kansas Office of Research and Graduate Studies}},
Funding-Text = {{This project was supported by the State of Kansas through a New Faculty
   General Research Fund award, granted by the University of Kansas Office
   of Research and Graduate Studies.}},
Cited-References = {{Antonak R. F., 1988, MEASUREMENT ATTITUDE.
   Brookfield S., 2005, DISCUSSION WAY TEACH.
   Brown S, 2001, HUMOR AND WELLNESS IN CLINICAL INTERVENTION, P145.
   Campbell Fiona Kumari, 2009, CONTOURS ABLEISM PRO.
   Derby J., 2014, ART ED, V67, P19.
   Derby J., 2012, DISABILITY STUDIES Q, V32, P1.
   Derby J., 2013, DISABILITY STUDIES Q, V33.
   Derby J., 2015, DISABILITY STUDIES Q, V35.
   Derby J., 2014, VISUAL CULTURE GEND, V9, P18.
   Derby J., 2015, CONVERSATIONS FINNIS, P48.
   Derby J, 2013, STUD ART EDUC, V54, P376, DOI 10.1080/00393541.2013.11518910.
   Derby J, 2011, STUD ART EDUC, V52, P94, DOI 10.1080/00393541.2011.11518827.
   Eisenhauer J., 2012, DISABILITY STUDIES Q, V32.
   Eisenhauer J., 2010, J CULTURAL RES ART E, V28, P25.
   Eisenhauer J., 2008, ART ED, V61, P13.
   Eisenhauer J., 2010, VISUAL CULTURE GEND, V5.
   Eisenhauer J., 2009, DISABILITY STUDIES Q, V29.
   Eisenhauer J, 2007, STUD ART EDUC, V49, P7, DOI 10.2307/25475851.
   Hockenberry J., 2008, DISABILITY TEACHING, P257.
   Hulgin K., 2011, REV DISABIL STUD, V7, P52.
   Kallio-Tavin M., 2013, THESIS.
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   Kraft M., 2013, INCLUDING DIFFERENCE.
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   Price Margaret, 2011, MAD SCH RHETORICS ME.
   Richardson J., 2014, J LIT CULTURAL DISAB, V8, P67.
   Samuels E, 2003, GLQ-J LESBIAN GAY ST, V9, P233, DOI 10.1215/10642684-9-1-2-233.
   Shakespeare T., 1999, SEX DISABIL, V17, P94.
   Shuttleworth R, 2012, MEN MASC, V15, P174, DOI 10.1177/1097184X12439879.
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   Wexler A, 2015, STUD ART EDUC, V56, P127, DOI 10.1080/00393541.2015.11518956.
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   Wilson D., 2004, GENDERING DISABILITY, P119.
   Yuker H. E., 1970, MONOGRAPH.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Stud. Art Educ.}},
Doc-Delivery-Number = {{FF3NQ}},
Unique-ID = {{ISI:000408810100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000407128000002,
Author = {Heussaff, Sarah},
Title = {{PRACTIQUES CONTEMPORAINES: LES ARTS VISUELS AU SERVICE D'UNE
   AUTO-REPRESENTATION ET'UNE TRANSMISSION DES ENJEUX DES DISABILITY
   STUDIES}},
Journal = {{REVISTA INCLUSIONES}},
Year = {{2016}},
Volume = {{3}},
Number = {{1}},
Pages = {{11-18}},
Month = {{JAN-MAR}},
Publisher = {{UNIV LOS LAGOS}},
Address = {{DEPT HUMANIDADES ARTE, AVDA FUSCHLOCKER 1305, CASILLA, OSORNO 933, CHILE}},
Type = {{Article}},
Language = {{French}},
Affiliation = {{Heussaff, S (Reprint Author), Ctr Estudios \& Perfeccionamiento Univ, Santiago, Chile.
   Heussaff, Sarah, Ctr Estudios \& Perfeccionamiento Univ, Santiago, Chile.}},
ISSN = {{0719-4706}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{sarah.hesussaff@gmail.com}},
Cited-References = {{Barnes C., 2001, DISABILITY CULTURE U.
   Barnes C., 1991, DISCRIMINATION DISAB.
   Morris J., 1992, HANDICAP SOC, V7.
   Shakespeare T., 2000, SEXUALITY DISABILITY, V18.
   Socrates J., 2012, COMMUNICATION.
   Union of the Physically Impaired Against Segregation (UPIAS), 1976, FUND PRINC DIS.}},
Number-of-Cited-References = {{6}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{REV. INCL.}},
Doc-Delivery-Number = {{FC8YP}},
Unique-ID = {{ISI:000407128000002}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000407128000008,
Author = {Miranda Castillo, Angelica Maria},
Title = {{LITERACY IN READING AND WRITING IN PEOPLE EXPERIENCING MENTAL
   DISABILITIES}},
Journal = {{REVISTA INCLUSIONES}},
Year = {{2016}},
Volume = {{3}},
Number = {{1}},
Pages = {{116-145}},
Month = {{JAN-MAR}},
Abstract = {{How people with intellectual disabilities (PSD) are treated has varied
   throughout the history of mankind from infanticide in ancient time to
   total inclusion now a days. People with special needs are considered
   subjects of right to be respected and not discriminated, they should
   have equal opportunities. The multidimensional model of disability
   (AAIDD, 2011) promotes reading and writing skills as well as basic
   mathematical abilities considering them essential skills in the
   inclusion of people with special intellectual needs to any community,
   which enables them to access knowledge, to communicate and to cope in
   everyday life so to achieve social inclusion. Having the mentioned in
   mind, what happens when people don't have access to literacy or to those
   skills that are considered basics in order to benefit from them in any
   society? In response to these concerns is that the study of the PSD
   power has risen, being the main purpose of the present study to
   ``Analyse Reading Comprehension Skills, Text Production and Language
   management in students who present diagnosed intellectual Disability
   studying in special schools in the Region Los Lagos in Chile{''}.}},
Publisher = {{UNIV LOS LAGOS}},
Address = {{DEPT HUMANIDADES ARTE, AVDA FUSCHLOCKER 1305, CASILLA, OSORNO 933, CHILE}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Castillo, AMM (Reprint Author), Univ Santo Tomas, Santiago, Chile.
   Miranda Castillo, Angelica Maria, Univ Santo Tomas, Santiago, Chile.}},
ISSN = {{0719-4706}},
Keywords = {{Literacy; Reading comprehension; Texts production; Management of
   intellectual disability tongue}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{angelica.miranda101@gmail.com}},
Cited-References = {{American Association on Intellectual and Developmental Disabilities, 2011, DIS INT DEF CLAS SIS.
   {[}Anonymous], C EUR PERS CON DISC.
   Arnaiz P, 2003, EDUCACION INCLUSIVA.
   Ascen Diez de Ulzurrun, 2000, APRENDIZAJE LECTOESC, VII.
   Baumann J. F., 1990, COMPRENSION LECTORA.
   Braslavsky B, 2008, ENSENAR ENTENDER QUE.
   Bravo Luis, 2005, LENGUAJE ESCRITO DIS.
   BRONFENBRENNER U, 2002, {[}No title captured].
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   Cassany D., 2011, ENSENAR LENGUA.
   Castanedo C., 2001, DEFICIENCIA MENTAL A.
   Chavez C., 2010, BIBLIA GRAMATICA.
   Condemarin M., 2013, ESTRATEGIAS ENSEANZA.
   Cuetos F., 2013, PSICOLOGIA LECT.
   Defior Sylvia, 2000, DIFICULTADES APRENDI.
   Feldman R. S., 2009, PSICOLOGIA CON APLIC.
   Hernandez R, 2010, METODOLOGIA INVESTIG.
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   Marchant T., 2004, PRUEBAS DOMINO LECTO.
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   Martin Vegas R. A., 2009, MANUAL DIDACTICA LEN.
   Montero Delfin, ESTUDIOS PEDAGOGICOS, VXXXVII, P345.
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   Organizacion Mundial de la Salud, 2001, CLAS INT FUNC DISC S.
   Organizacion Mundial de la Salud, INF MUND DISC.
   Palacios A., 2008, MODELO SOCIAL DISCAP.
   PAULA PEREZ I., 2003, EDUCACION ESPECIAL T.
   Puyuel M., 2003, MANUAL DESARROLLO AL.
   Sanchez A. P., 2005, TALLER LECT REDACCIO, V2.
   Sole I., 2005, ESTRATEGIAS LECT.
   Varela M, 2005, MEMORIA DEFINICION F.
   Verdugo Alonso M, 2011, PERSONAS CON DISCAPA.
   Villalon Malva, 2008, ALFABETIZACION INICI.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{REV. INCL.}},
Doc-Delivery-Number = {{FC8YP}},
Unique-ID = {{ISI:000407128000008}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000406899900014,
Author = {Williamson, W. John},
Title = {{The Case of the Disappearing/Appearing Slow Learner: An Interpretive
   Mystery Part Three: All Hell Could Break Loose}},
Journal = {{JOURNAL OF APPLIED HERMENEUTICS}},
Year = {{2016}},
Abstract = {{This follows the events described in Parts One and Two of this
   narrative. Max Hunter, a West Coast private detective, still conducting
   an investigation to find the educational category of slow learners,
   explores portrayals of slow learners in popular media, learns more about
   his client, John Williamson, and investigates the history of slow
   learner as an educational label, and the history of programming for slow
   learners in the province of Alberta. The case grows more dangerous with
   each clue Max unearths.}},
Publisher = {{UNIV CALGARY, FAC NURSING}},
Address = {{2500 UNIVERSITY DR NW, CALGARY, ALBERTA T2N 1N4, CANADA}},
Type = {{Article}},
Language = {{English}},
ISSN = {{1927-4416}},
Keywords = {{Hermeneutics; education; slow learners; popular media; disability
   studies; history}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
Author-Email = {{John.Williamson@cssd.ab.ca}},
Cited-References = {{Alberta Education, 2012, SPEC ED COD CRIT.
   Alberta Education, 2013, INF MAN KNOWL EMPL C.
   Alberta Teacher's Association, 2009, MCQUEEN WOND WHY HAN.
   {[}Anonymous], 2012, FEEBLE MINDED FOOTBA.
   {[}Anonymous], 2012, COULDA BEENA BORTED.
   {[}Anonymous], 2012, WHERES THE KEEPER.
   {[}Anonymous], 2011, OPRAHS DEATH SQUADS.
   {[}Anonymous], 1979, WHY DOES SEA WORLD.
   {[}Anonymous], 2012, A BURDEN TO SOC.
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   Camus Albert, 1983, MYTH SISYPHUS OTHER.
   Chauhan S., 2011, ZENITH INT J MULTIDI, V1, P279.
   Cleugh M. F, 1957, SLOW LEARNER SOME ED.
   Coolican J. P, 2010, THE LAS VEGAS SUN.
   Davis Lennard J, 2013, DISABILITY STUDIES R.
   Ellis N. A., 1986, THESIS.
   Finerman W, 1994, FORREST GUMP.
   Foucault M., 1974, DITS ECRITS, V2.
   Foucault M., 1995, DISCIPLINE PUNISH.
   Grondin J., 2004, INTRO PHILOS HERMENE.
   Harders Consulting, 1983, REP BEV FAC COMP HIG.
   Klassen RM, 2005, SCHOOL PSYCHOL INT, V26, P297, DOI 10.1177/0143034305055975.
   Knobbe J., 1978, THESIS.
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   Miller S., 1983, STRATEGIES SUCCESS E.
   MOULES NJ, 2002, INT J QUAL METH, V1.
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   Richardson K., 2010, KIDS ARE ALL RIGHT.
   Smith P., 2010, WHATEVER HAPPENED IN, P1.
   Tremain S., 2008, FOUCAULT GOVT DISABI, P1.
   Vilhauer M., 2010, GADAMERS ETHICS PLAY.
   Weber K., 1974, YES THEY CAN PRACTIC.
   Wheat Leonard F., 2012, HEGELS UNDISCOVERED.
   Williamson J., 2005, ATA MAGAZINE, V85.
   Williamson W. J., 2004, THESIS.
   Williamson WJ, 2016, J APPL HERMENEUTICS.
   Wolf M, 2007, PROUST SQUID STORY S.
   Wood P., 2004, LOTTERY.}},
Number-of-Cited-References = {{38}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Appl. Hermeneutics}},
Doc-Delivery-Number = {{FC5RR}},
Unique-ID = {{ISI:000406899900014}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000406667300050,
Author = {Saud, Siti Fatimah and Nasruddin, Zan Azma},
Book-Group-Author = {{IEEE}},
Title = {{Design of e-Learning Courseware for Hearing Impaired (HI) Students}},
Booktitle = {{2016 4TH INTERNATIONAL CONFERENCE ON USER SCIENCE AND ENGINEERING
   (I-USER)}},
Series = {{International Conference on User Science and Engineering}},
Year = {{2016}},
Pages = {{271-276}},
Note = {{4th International Conference on User Science and Engineering (i-USEr),
   Melaka, MALAYSIA, AUG 23-25, 2016}},
Organization = {{Univ Teknologi Mara; Int Islam Univ Malaysia; Univ Teknikal Malaysia
   Melaka; IEEE Malaysia Sect; IEEE Comp Soc; IEEE; IEEE Comp Soc Malaysia
   Sect}},
Abstract = {{Nowadays, e-learning courseware could be used as an alternative to
   simplify the process of teaching and could create an effective learning
   process for the disable students. The problem is how far the helpfulness
   of the current education multimedia application could be used to suit
   and to attract student disabilities in learning. This research focuses
   on design a new interface courseware based on user requirements on
   disabilities students mainly for students who have hearing problem. The
   research was conducted using qualitative methods whereby observation and
   interview approaches were used to collect data from teachers and the
   hearing impaired students in Sekolah Pendidikan Khas Selangor (SPKS) on
   what would better approach to help them in learning. Significance of
   this application is to increase the attention and intention level for
   the HI students in their learning process. Thus, the results of this
   research would contribute the significant impact in terms of how the
   improvements in the design interface from the courseware influence the
   learning performance of HI students.}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Saud, SF (Reprint Author), Univ Teknol MARA, Fac Comp \& Math Sci, Shah Alam, Selangor, Malaysia.
   Saud, Siti Fatimah; Nasruddin, Zan Azma, Univ Teknol MARA, Fac Comp \& Math Sci, Shah Alam, Selangor, Malaysia.}},
ISSN = {{2471-6154}},
ISBN = {{978-1-5090-2631-9}},
Keywords = {{hearing impaired; e-learning courseware; cognitive learning theory; sign
   language}},
Keywords-Plus = {{DEAF-CHILDREN}},
Research-Areas = {{Computer Science; Engineering}},
Web-of-Science-Categories  = {{Computer Science, Interdisciplinary Applications; Engineering,
   Multidisciplinary}},
Author-Email = {{imafatima896@gmail.com
   zanaz@tmsk.uitm.edu.my}},
Funding-Acknowledgement = {{Faculty of Computer and Mathematical Sciences, Shah Alam, Malaysia}},
Funding-Text = {{The authors would like to thank Faculty of Computer and Mathematical
   Sciences, Shah Alam, Malaysia for funding this paper.}},
Cited-References = {{CLARK RE, 1994, ETR\&D-EDUC TECH RES, V42, P21, DOI 10.1007/BF02299088.
   Hashim H, 2013, TURKISH ONLINE J ED, V12, P67.
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   Jacks M., 2000, WELCOME SILENT ZONE.
   Martin DS, 2001, AM ANN DEAF, V146, P366, DOI 10.1353/aad.2012.0156.
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   Reitsma P, 2009, J DEAF STUD DEAF EDU, V14, P178, DOI 10.1093/deafed/enn031.
   Settachai C., 2010, P INT C CONTR AUT SY.
   Siti-Zaharah M., 2010, P INT S INF TECHN KU.
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   Zimmerman John, 2007, P SIGCHI C HUM FACT.
   ZWIEBEL A, 1987, AM ANN DEAF, V132, P16, DOI 10.1353/aad.2012.0828.}},
Number-of-Cited-References = {{18}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Doc-Delivery-Number = {{BI1PM}},
Unique-ID = {{ISI:000406667300050}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000405604000009,
Author = {Too, M. S. M. and Ong, P. T. and Lau, S. H. and Chang, R. K. Y. and Sim,
   K. S.},
Book-Group-Author = {{IEEE}},
Title = {{Kinect-based Framework for Enhanced Learning of Disabled Students}},
Booktitle = {{PROCEEDINGS OF 2016 INTERNATIONAL CONFERENCE ON ROBOTICS, AUTOMATION AND
   SCIENCES (ICORAS 2016)}},
Year = {{2016}},
Note = {{IEEE International Conference on Robotics, Automation and Sciences
   (ICORAS), Melaka, MALAYSIA, NOV 05-06, 2016}},
Organization = {{Multimedia Univ, Melaka Campus; IEEE}},
Abstract = {{Educating students with disabilities is different from those without
   disabilities. Students with disabilities would require modifications and
   different methods of teaching than the traditional method. Current
   learning methods in Malaysia make use of the traditional
   pencil-and-paper method, which is a hassle. Furthermore, the different
   styles of learning are often neglected. Although there are attempts to
   use other learning tools to assist these students, they are often
   costly. This paper proposes an alternative learning method via Microsoft
   Kinect. An overview of the research framework and proposed system will
   be detailed. The expected main outcome from this project is the design
   of the proposed cost effective framework using Kinect. The framework
   would include new alternative method of delivering subjects to
   physically disabled students rather than the current method. The
   proposed framework also contributes to the motivation factors that drive
   the students to perform, and the suitability of multiple learning styles
   utilizing the same classroom tool.}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Too, MSM (Reprint Author), Multimedia Univ, Fac Business, Melaka 75450, Malaysia.
   Too, M. S. M.; Ong, P. T., Multimedia Univ, Fac Business, Melaka 75450, Malaysia.
   Lau, S. H.; Chang, R. K. Y., Multimedia Univ, Fac Informat Sci \& Technol, Melaka 75450, Malaysia.
   Sim, K. S., Multimedia Univ, Fac Engn \& Technol, Melaka 75450, Malaysia.}},
ISBN = {{978-1-5090-6205-8}},
Keywords = {{Kinect; Disabled students; Enhanced learning; Alternative learning}},
Keywords-Plus = {{TECHNOLOGY ACCEPTANCE MODEL; SELF-DETERMINATION; BEHAVIORAL INTENTION;
   PERCEIVED USEFULNESS; MOTIVATION; INFORMATION; ACHIEVEMENT; EXTENSION;
   INVENTORY; EDUCATION}},
Research-Areas = {{Automation \& Control Systems; Computer Science; Robotics}},
Web-of-Science-Categories  = {{Automation \& Control Systems; Computer Science, Artificial
   Intelligence; Robotics}},
Author-Email = {{smtoo@mmu.edu.my
   ptong@mmu.edu.my
   lau.siong.hoe@mmu.edu.my
   kychang@mmu.edu.my
   kssim@mmu.edu.my}},
ResearcherID-Numbers = {{Lau, Siong Hoe/M-7743-2018
   Sim, Kok Swee/W-7236-2019}},
ORCID-Numbers = {{Lau, Siong Hoe/0000-0003-1816-513X
   }},
Funding-Acknowledgement = {{Multimedia University's Mini Fund Project {[}MMUI/160063]}},
Funding-Text = {{This project is supported in part by Multimedia University's Mini Fund
   Project 2015/2016 (MMUI/160063).}},
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Number-of-Cited-References = {{39}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BI1DU}},
Unique-ID = {{ISI:000405604000009}},
DA = {{2020-03-18}},
}

@article{ ISI:000396525900092,
Author = {Moscoso, Melania},
Title = {{Confining bodily difference: disability as value}},
Journal = {{DAIMON-REVISTA INTERNACIONAL DE FILOSOFIA}},
Year = {{2016}},
Number = {{5}},
Pages = {{909-915}},
Abstract = {{Originally coined to address the physical impairments and the functional
   limitation of maimed war veterans, the word disability has been
   resignified by activists from the Disability Rights Movement who use it
   as a broad category of social disenfranchisement and political struggle.
   As Kelly Fritsch puts it disability has become a ``uniformly oppressed
   identity category or embodiment{''} that renders other forms of
   vulnerability abject.}},
Publisher = {{EDIT UM-EDICIONES UNIV MURCIA}},
Address = {{EDIFICIO SAAVEDRA FAJARDO, C/O ACTOR ISIDORO MAIQUEZ 9, MURCIA, 30007,
   SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Moscoso, M (Reprint Author), Univ Basque Country, Dept Filosofia Valores \& Antropol Social, Euskal Herriko Unibertsitatea, E-48080 Bilbao, Spain.
   Moscoso, Melania, Univ Basque Country, Dept Filosofia Valores \& Antropol Social, Euskal Herriko Unibertsitatea, E-48080 Bilbao, Spain.}},
DOI = {{10.6018/daimon/268601}},
ISSN = {{1130-0507}},
EISSN = {{1989-4651}},
Keywords = {{Disability; vulnerability; social model; queer theory; disability
   studies}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
Author-Email = {{melania.moscoso@ehu.eus}},
Cited-References = {{Bogdan Robert, 1988, FREAK SHOW PRESENTIN.
   Bregain Gildas, 2013, IMPERFECT HIST DISAB, P133.
   Cusset Francois, 2005, FRENCH THEORY FOUCAU.
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   Snyder Sharon, 2002, DISABILITY ENABLING.
   VALDECANTOS A., 2014, SALDO ESPIRITU CAPIT.
   Valdecantos Antonio, 2008, FABRICA BIEN ENSAYO.}},
Number-of-Cited-References = {{14}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Daimon-Rev. Int. Filosof.}},
Doc-Delivery-Number = {{EO2KR}},
Unique-ID = {{ISI:000396525900092}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000397237800006,
Author = {Geisler, Michal},
Title = {{Autism as a Social Science Theme}},
Journal = {{HISTORICKA SOCIOLOGIE}},
Year = {{2016}},
Number = {{1}},
Pages = {{95-110}},
Abstract = {{Knowledge on autism has undergone a rapid development over the past few
   decades, as well as autism spectrum disorder (ASD) diagnosis rates
   increasing dramatically. These changes emphasize the need for increased
   services and wider specialised support for people with ASD and their
   families. Autism is not only a medical, psychological or special
   pedagogical topic it is also a social issue. There have been several
   sociological studies on the topic conducted abroad, however the Czech
   case is specific in several aspects due to the political-cultural
   context of the country. Apart from a few exceptions, the topic has not
   been reflected in Czech social science. The present paper will introduce
   five approaches to autism based on research which has been conducted
   abroad and will also discuss to which extent they are applicable in the
   Czech Republic. The ideas presented are a multidisciplinary combination
   of sociology of knowledge, historical sociology, sociology of health and
   illness, cultural anthropology and disability studies. The sub-topics
   discussed include: the social construction of autism, the development of
   knowledge on autism, social movements related to autism, autism across
   cultures and lastly, causes of the increasing prevalence of autism.}},
Publisher = {{CHARLES UNIV-PRAGUE}},
Address = {{C/O DATAKONEKT S R O, VINOHRADSKA 49, PO BOX 6, PRAGUE 2 120 00, CZECH
   REPUBLIC}},
Type = {{Article}},
Language = {{Czech}},
Affiliation = {{Geisler, M (Reprint Author), UK Praze, Fak Humanitnich Studii, Pracoviste Hist Sociol, U Krize 8, Prague 15800 5, Czech Republic.
   Geisler, Michal, UK Praze, Fak Humanitnich Studii, Pracoviste Hist Sociol, U Krize 8, Prague 15800 5, Czech Republic.}},
DOI = {{10.14712/23363525.2016.5}},
ISSN = {{1804-0616}},
EISSN = {{2336-3525}},
Keywords = {{autism and social science; development of knowledge on autism; autism
   across cultures; social constructivism; autismus in the Czech Republic}},
Keywords-Plus = {{PARENTS}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{michalgeisler87@gmail.com}},
Cited-References = {{{[}Anonymous], 2008, AUTISM ASPERGER SYND.
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Number-of-Cited-References = {{34}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Hist. Sociol.}},
Doc-Delivery-Number = {{EP2UB}},
Unique-ID = {{ISI:000397237800006}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000395300200007,
Author = {Liegghio, Maria},
Title = {{Too Young to Be Mad: Disabling Encounters with `Normal' from the
   Perspectives of Psychiatrized Youth}},
Journal = {{INTERSECTIONALITIES-A GLOBAL JOURNAL OF SOCIAL WORK ANALYSIS RESEARCH
   POLITY AND PRACTICE}},
Year = {{2016}},
Volume = {{5}},
Number = {{3, SI}},
Pages = {{110-129}},
Abstract = {{In this paper, the psychiatrization of children and youth is explored,
   as well as their representation within Mad and Disability Studies.
   Presented are the outcomes of a photo voice project conducted with seven
   (N= 7) youths between 14 and 17 years old constructed as having a
   ``serious mental health issue.{''} The self-identified research question
   the young people asked and answered was: What is `normal mental health'
   for children and youth? Through the photographs and explanations of the
   images, we learn that `normal' is a matter of perspective, an ambiguous
   and shifting standard against which young people are compared, and from
   which constructions of `mental disorder' as difference and abnormal are
   imposed on their experiences of distress. As a mechanism for
   psychiatrization, the difference becomes the rationale for prejudice and
   discrimination at the intersections of childhood and adultism, distress
   and sanism, and (in) competence and ableism. The implications of
   expanding children's theorizing and activism for Mad and Disability
   studies are discussed.}},
Publisher = {{MEMORIAL UNIV NEWFOUNDLAND}},
Address = {{PO BOX 4200, ST JOHNS, NL A1C 5S7, CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Liegghio, M (Reprint Author), York Univ, Sch Social Work, S880 Ross Bldg South,4700 Keele St, N York, ON M3J 1P3, Canada.
   Liegghio, Maria, York Univ, N York, ON, Canada.}},
ISSN = {{1925-1270}},
Keywords = {{children; Disability Studies; Mad Studies; psychiatrization; youth}},
Keywords-Plus = {{MENTAL-HEALTH; SOCIAL MODEL; CHILDREN; DISABILITY; ILLNESS; STIGMA;
   CONSTRUCTION; ADOLESCENTS; SUPPORT; RIGHTS}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{marialiegghio@gmail.com}},
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   Withers A. J., 2012, DISABILITY POLITICS.}},
Number-of-Cited-References = {{72}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Intersectionallities}},
Doc-Delivery-Number = {{EM4RJ}},
Unique-ID = {{ISI:000395300200007}},
DA = {{2020-03-18}},
}

@article{ ISI:000395300200011,
Author = {Aubrecht, Katie},
Title = {{Psy-Times: The Psycho-Politics of Resilience in University Student Life}},
Journal = {{INTERSECTIONALITIES-A GLOBAL JOURNAL OF SOCIAL WORK ANALYSIS RESEARCH
   POLITY AND PRACTICE}},
Year = {{2016}},
Volume = {{5}},
Number = {{3, SI}},
Pages = {{186-200}},
Abstract = {{Guided by insights from interpretive sociology, Mad Studies, and
   Disability Studies, this paper explores the role of universities in a
   psycho-social politics of resilience. I examine how the concept of
   resilience is used to rationalize the removal of the perspectives of
   university students with lived experience of disability and madness.
   Focusing on the University of Toronto, Canada, as a case, I trace the
   systematic exclusion, silencing, and erasure of the perspectives of
   people with lived experience within the University to the University's
   inception as a colonialist project. The analysis is supported by a
   theorization of resilience and a brief genealogical analysis of the
   University of Toronto's history as ``Temporary Asylum for Female
   Lunatics{''} (or ``University Asylum{''}) from 1856-1869. This paper
   illustrates the integral role that the concept of resilience plays in
   the social order of the University, and in the exploitation, oppression,
   and forcible displacement of mad-identified people by the University.
   Although the University Asylum building is now demolished, the colonial
   project that leveled it lingers on in resilience-based,
   success-oriented, university disability programs and initiatives.}},
Publisher = {{MEMORIAL UNIV NEWFOUNDLAND}},
Address = {{PO BOX 4200, ST JOHNS, NL A1C 5S7, CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Aubrecht, K (Reprint Author), Mt St Vincent Univ, Dept Family Studies \& Gerontol, 3155 Union St, Halifax, NS B3K 5H2, Canada.
   Aubrecht, Katie, Mt St Vincent Univ, Halifax, NS B3M 2J6, Canada.}},
ISSN = {{1925-1270}},
Keywords = {{Mad Studies; Disability Studies; positive psychology; resilience;
   university students}},
Keywords-Plus = {{COMMUNITY; MAD}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{katieaubrecht@gmail.com}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council Canada Joseph-Armand
   Bombardier Canada Graduate Scholarship}},
Funding-Text = {{I am grateful to the editors and reviewers for their constructive
   feedback, and to Tanya Titchkosky, Rod Michalko, and Kari Dehli for
   their comments on early drafts. Research for this paper was supported by
   funding from a Social Sciences and Humanities Research Council Canada
   Joseph-Armand Bombardier Canada Graduate Scholarship.}},
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Number-of-Cited-References = {{45}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Intersectionallities}},
Doc-Delivery-Number = {{EM4RJ}},
Unique-ID = {{ISI:000395300200011}},
DA = {{2020-03-18}},
}

@article{ ISI:000395255600004,
Author = {Castrodale, Mark Anthony},
Title = {{CRITICAL DISABILITY STUDIES AND MAD STUDIES: ENABLING NEW PEDAGOGIES IN
   PRACTICE}},
Journal = {{CANADIAN JOURNAL FOR THE STUDY OF ADULT EDUCATION}},
Year = {{2016}},
Volume = {{28}},
Number = {{2}},
Pages = {{49-66}},
Abstract = {{I draw theoretically on the works of critical pedagogues to unpack my
   instructor experiences developing and teaching critical disability
   studies (CDS) and Mad studies in university contexts. My intent is to
   insert CDS and Mad pedagogies into the literature in adult education,
   where such discourses have been and continue to be absent from critical
   pedagogy in general and from teacher education more specifically. In
   this paper, I offer a critique of the absence of CDS and Mad
   studies-informed approaches and perspectives in critical pedagogy in
   ways that may inform adult education. CDS and Mad studies can also help
   us to unpack the often ableist and sanist nature of Canadian teacher
   education.}},
Publisher = {{UNIV CALGARY PRESS}},
Address = {{2500 UNIVERSITY DR NW, CALGARY, ALBERTA T2N 1N4, CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Castrodale, MA (Reprint Author), McMaster Univ, Hamilton, ON L8S 4L8, Canada.
   Castrodale, Mark Anthony, McMaster Univ, Hamilton, ON L8S 4L8, Canada.}},
ISSN = {{0835-4944}},
EISSN = {{1925-993X}},
Keywords-Plus = {{EDUCATION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
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Number-of-Cited-References = {{79}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Can. J. Study Adult Educ.}},
Doc-Delivery-Number = {{EM4AL}},
Unique-ID = {{ISI:000395255600004}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000392140900012,
Author = {Martin, Breeanne Matheson},
Book-Group-Author = {{IEEE}},
Title = {{Broadening our View of Audience Awareness: Writing for Posthuman
   Audiences}},
Booktitle = {{2016 IEEE INTERNATIONAL PROFESSIONAL COMMUNICATION CONFERENCE (IPCC)}},
Series = {{IEEE International Professional Communication Conference (IPCC)}},
Year = {{2016}},
Note = {{IEEE International Professional Communication Conference (IPCC), Austin,
   TX, OCT 02-05, 2016}},
Organization = {{IEEE; Adobe Syst Inc; Univ Texas Austin, Cockrell Sch Engn; Mount Royal
   Univ, Fac Commun Studies, Informat Design; Kennesaw State Univ; Rose
   Hulman Inst Technol; Carnegie Mellon Univ, Dept English; IEEE USA; Texas
   State Univ; Int Project Management Assoc; Univ Toronto, Fac Appl Sci \&
   Engn; Adobe Tech Commun}},
Abstract = {{Posthuman theory encourages scholars and practitioners to look at human
   and non-human actors with equal weight, acknowledging that as humans and
   technology have become less distinguishable from each other, the
   boundaries between bodies, objects, and contexts blur. Though usability
   has long been dominated by human centered needs, non-human agents
   interact with digital content as well. This paper includes strategies to
   strengthen our pedagogy around non-human centric writing in a way that
   both assists technology in its job and strengthens the applicability of
   content for the human users that interact with it. It encourages
   teaching students to write with a multimodal perspective that
   accommodates alternate forms of reading, machine translation, and search
   engines.}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Martin, BM (Reprint Author), Utah State Univ, Logan, UT 84322 USA.
   Martin, Breeanne Matheson, Utah State Univ, Logan, UT 84322 USA.}},
ISSN = {{2158-091X}},
ISBN = {{978-1-5090-1761-4}},
Keywords = {{Assistive technology; disability studies; non-human audiences; posthuman
   theory}},
Research-Areas = {{Engineering}},
Web-of-Science-Categories  = {{Engineering, Multidisciplinary; Engineering, Electrical \& Electronic}},
Author-Email = {{breeanne.martin@usu.edu}},
Cited-References = {{Abel S., 2013, COMMUNICATION DESIGN, V1, P40.
   Blythe S, 2014, TECH COMMUN Q, V23, P265, DOI 10.1080/10572252.2014.941766.
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   Walters S, 2010, TECH COMMUN Q, V19, P427, DOI 10.1080/10572252.2010.502090.}},
Number-of-Cited-References = {{15}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BG8AH}},
Unique-ID = {{ISI:000392140900012}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000392338100001,
Author = {Ghosh, Nandini},
Editor = {{Ghosh, N}},
Title = {{Introduction: Interrogating Disability in India}},
Booktitle = {{INTERROGATING DISABILITY IN INDIA: THEORY AND PRACTICE}},
Series = {{Dynamics of Asian Development}},
Year = {{2016}},
Pages = {{1-21}},
Note = {{Conference on Interrogating Disability - Theory and Practice, Inst Dev
   Studies, Kolkata, INDIA, SEP 27-28, 2012}},
Abstract = {{The academic discipline of disability studies resulted in the
   establishment of a new paradigm, with Western scholars problematizing
   disability as discrimination rooted in personal, interpersonal and
   institutional processes of exclusion and oppression, which is endemic to
   any society. Theoretical approaches to disability have engaged in
   critically unpacking structures of categorical exclusion in the form of
   ableism, normalcy and construction of disabled people as the other.
   Thus, interdisciplinary disability studies continuously attempts to
   unravel different ways in which disability is conceptualized and its
   impact on the daily lived experiences of disabled people at the
   community level. The introduction to this volume endeavours to lay out
   the debates around disability and the ways in which disability studies
   as an academic discipline have addressed the concerns of disabled
   people. Further the chapter tries to weave together the papers in this
   volume by examining the relevance of the Western perspectives on
   disability in contextualizing the concept of disability from the vantage
   point of social, cultural, political and legal discourses in India that
   have an impact on the way in which disability is defined, interpreted
   and experienced.}},
Publisher = {{SPRINGER INDIA}},
Address = {{7TH FLOOR, VIJAYA BUILDING, 17, BARAKHAMBA RD, NEW DELHI, 110 001, INDIA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Ghosh, N (Reprint Author), Inst Dev Studies Kolkata, Sociol, Kolkata, W Bengal, India.
   Ghosh, Nandini, Inst Dev Studies Kolkata, Sociol, Kolkata, W Bengal, India.}},
DOI = {{10.1007/978-81-322-3595-8\_1}},
ISSN = {{2198-9923}},
ISBN = {{978-81-322-3595-8; 978-81-322-3593-4}},
Keywords = {{Disability studies; Defining disability; Quality of life; Disability
   policy}},
Keywords-Plus = {{SOCIAL MODEL}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{nandinighosh@gmail.com}},
Cited-References = {{Abberley P., 1987, DISABILITY STUDIES P.
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Number-of-Cited-References = {{55}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BG8IZ}},
Unique-ID = {{ISI:000392338100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000392395400005,
Author = {Kittay, Eva Feder},
Title = {{DEPENDENCY}},
Journal = {{REVISTA GENERO \& DIREITO}},
Year = {{2016}},
Volume = {{5}},
Number = {{3}},
Pages = {{49-57}},
Abstract = {{Although dependence on others allows for the sine qua non of human life
   in any era, there are historical, ideological and structural reasons why
   people often refuse to acknowledge this unavoidable fact. This refusal
   is evident with respect to disability, being self-sufficiency,
   self-reliance and self-determination - connected to able-bodiedness-the
   only desirable state of persons in a liberal society. The Author focuses
   on inevitable human dependence in order to pinpoint the importance and
   unavoidability of dependence for all human beings, as well as to make it
   visible the experience of people with disabilities. She addresses also
   some criticisms in disabled people's activism, who struggle for an
   independent living instead of opposing the liberal myth of independence.}},
Publisher = {{UNIV FEDERAL PARAIBA}},
Address = {{CIDADE UNIV, JOAO PESSOA, PB 58059-900, BRAZIL}},
Type = {{Article}},
Language = {{Italian}},
Affiliation = {{Kittay, EF (Reprint Author), SUNY Stony Brook, Philosophy, Stony Brook, NY 11794 USA.
   Kittay, EF (Reprint Author), Stony Brook Ctr Med Humanities Compassionate Care, Stony Brook, NY 11794 USA.
   Kittay, EF (Reprint Author), Womens Studies Program, Cincinnati, OH 45220 USA.
   Kittay, Eva Feder, SUNY Stony Brook, Philosophy, Stony Brook, NY 11794 USA.
   Kittay, Eva Feder, Stony Brook Ctr Med Humanities Compassionate Care, Stony Brook, NY 11794 USA.
   Kittay, Eva Feder, Womens Studies Program, Cincinnati, OH 45220 USA.}},
ISSN = {{2177-0409}},
EISSN = {{2179-7137}},
Keywords = {{Dependency; Disability Studies; inevitable human dependency; managed
   dependence}},
Keywords-Plus = {{CARE}},
Research-Areas = {{Social Issues}},
Web-of-Science-Categories  = {{Social Issues}},
Author-Email = {{eva.Kittay@Stonybrook.edu}},
ResearcherID-Numbers = {{Kittay, Eva F/J-4922-2014}},
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   Morris J, 2011, RETHINKING DISABILIT.
   OLIVER M, 1989, DIS HAN LIF, P6.
   Shakespeare T., 2006, DISABILITY RIGHTS WR.
   Weicht B, 2010, SOCIOL REV, V58, P205.
   Zola Irving K., 1988, AUSTR DISABILITY REV, V1, P23.}},
Number-of-Cited-References = {{18}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Rev. Genero Direito}},
Doc-Delivery-Number = {{EI3MP}},
Unique-ID = {{ISI:000392395400005}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000391138900003,
Author = {Gagnon, Jennifer M.},
Title = {{Lessons in suffering: Greek tragedy's teachings on disability through
   Sophocles' Philoctetes}},
Journal = {{NEW POLITICAL SCIENCE}},
Year = {{2016}},
Volume = {{38}},
Number = {{3}},
Pages = {{335-353}},
Abstract = {{Political theory often sees disability through the negative language of
   abnormality and inability, which perceives disability as a deficiency
   that deviates from the able-bodied. However, critical disability studies
   strives to transform the disabling language of political theory into an
   enabling project that sees the ability, unique perspectives, capacities,
   and contributions of people with disabilities. Through Sophocles'
   Philoctetes, this article examines the negative ways in which disability
   is conceptualized, socially constructed, and (dis)valued, as well as the
   possibilities for a positive and enabling theory of disability. The
   character of Philoctetes exposes the negative social construction of
   disability as well as the extraordinary ability of those who live with
   chronic impairments. The Philoctetes meditates on the status of the
   disabled who are unfairly isolated from human community and who are
   often unfairly seen in an instrumental fashion that fails to recognize
   their fundamental status as human beings who are capable, valuable, and
   essential for the success of human endeavors and community. For
   political theory, the Philoctetes demonstrates the ability in
   disability, and shines brightly on the essential contributions that
   people with disabilities make in our societies. Philoctetes shows that
   the lives of people who live daily with chronic impairments need not be
   seen as necessarily tragic. Instead, these modes of being speak to human
   diversity, ingenuity, and triumph.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gagnon, JM (Reprint Author), Univ British Columbia, Dept Polit Sci, Vancouver, BC, Canada.
   Gagnon, Jennifer M., Univ British Columbia, Dept Polit Sci, Vancouver, BC, Canada.}},
DOI = {{10.1080/07393148.2016.1189029}},
ISSN = {{0739-3148}},
EISSN = {{1469-9931}},
Research-Areas = {{Government \& Law}},
Web-of-Science-Categories  = {{Political Science}},
Author-Email = {{gagnon13@mail.ubc.ca}},
Cited-References = {{Aristotle, 1957, POLITICA, VI.
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Number-of-Cited-References = {{39}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{New Polit. Sci.}},
Doc-Delivery-Number = {{EG6FC}},
Unique-ID = {{ISI:000391138900003}},
DA = {{2020-03-18}},
}

@article{ ISI:000391186900003,
Author = {Stallard, Eric},
Title = {{Compression of Morbidity and Mortality: New Perspectives}},
Journal = {{NORTH AMERICAN ACTUARIAL JOURNAL}},
Year = {{2016}},
Volume = {{20}},
Number = {{4}},
Pages = {{341-354}},
Abstract = {{Compression of morbidity is a reduction over time in the total lifetime
   days of chronic disability, reflecting a balance between (1) morbidity
   incidence rates and (2) case-continuance rates, generated by
   case-fatality and case-recovery rates. Chronic disability includes
   limitations in activities of daily living and cognitive impairment,
   which can be covered by long-term-care insurance. Morbidity improvement
   can lead to a compression of morbidity if the reductions in age-specific
   prevalence rates are sufficiently large to overcome the increases in
   lifetime disability due to concurrent mortality improvements and
   progressively higher disability prevalence rates with increasing age.
   Compression of mortality is a reduction over time in the variance of age
   at death. Such reductions are generally accompanied by increases in the
   mean age at death; otherwise, for the variances to decrease, the death
   rates above the mean age at death would need to increase, and this has
   rarely been the case. Mortality improvement is a reduction over time in
   the age-specific death rates and a corresponding increase in the
   cumulative survival probabilities and age-specific residual life
   expectancies. Mortality improvement does not necessarily imply
   concurrent compression of mortality. This article reviews these
   concepts, describes how they are related, shows how they apply to
   changes in mortality over the past century and to changes in morbidity
   over the past 30 years, and discusses their implications for future
   changes in the United States. The major findings of the empirical
   analyses are the substantial slowdowns in the degree of mortality
   compression over the past half century and the unexpectedly large degree
   of morbidity compression that occurred over the morbidity/disability
   study period 1984-2004; evidence from other published sources suggests
   that morbidity compression may be continuing.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stallard, E (Reprint Author), Duke Univ, Social Sci Res Inst, Biodemog Aging Res Unit, Durham, NC 27708 USA.
   Duke Univ, Social Sci Res Inst, Durham, NC USA.
   Stallard, Eric, Duke Univ, Social Sci Res Inst, Biodemog Aging Res Unit, Durham, NC 27708 USA.}},
DOI = {{10.1080/10920277.2016.1227269}},
ISSN = {{1092-0277}},
EISSN = {{2325-0453}},
Keywords-Plus = {{UNITED-STATES; TRENDS; DISABILITY; DEATH; DEMOGRAPHY; HEALTH; AGE}},
Research-Areas = {{Business \& Economics}},
Web-of-Science-Categories  = {{Business, Finance}},
Author-Email = {{eric.stallard@duke.edu}},
Funding-Acknowledgement = {{Intercompany Long-Term Care Insurance Conference Board; Society of
   Actuaries' (SOA) Long-Term Care Insurance Section; SOA Special Research
   Fund; National Institute on AgingUnited States Department of Health \&
   Human ServicesNational Institutes of Health (NIH) - USANIH National
   Institute on Aging (NIA) {[}R01 AG007370, R01 AG028259, R01 AG032319,
   R01 AG046860, P01 AG043352, U01-AG07198]}},
Funding-Text = {{Funding was provided by the Intercompany Long-Term Care Insurance
   Conference Board, the Society of Actuaries' (SOA) Long-Term Care
   Insurance Section and SOA Special Research Fund, and the National
   Institute on Aging through grants no. R01 AG007370, R01 AG028259, R01
   AG032319, R01 AG046860, and P01 AG043352. Funding for the National Long
   Term Care Survey was provided by the National Institute on Aging, most
   recently through grant no. U01-AG07198.}},
Cited-References = {{Bowers NL, 1986, ACTUARIAL MATH.
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Number-of-Cited-References = {{32}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{N. Am. Actuar. J.}},
Doc-Delivery-Number = {{EG6WL}},
Unique-ID = {{ISI:000391186900003}},
OA = {{Green Accepted, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000390678500005,
Author = {Mladenov, Teodor},
Title = {{Disability and social justice}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{9}},
Pages = {{1226-1241}},
Abstract = {{This article explores the significance of disability for social justice,
   using Nancy Fraser's theory of justice as a guideline. The article
   argues that the disability perspective is essential for understanding
   and promoting social justice, although it is often disregarded by
   critical thinkers and social activists. The article looks at three
   prominent strategies for achieving social justice under conditions of
   capitalism: economically, by decommodifying labour; culturally, by
   deconstructing self-sufficiency; and politically, by transnationalising
   democracy. The disability perspective reveals that decommodification of
   labour requires enhancement of disability support, deconstruction of
   self-sufficiency requires valorisation of disability-illuminated
   interdependence, and transnationalisation of democracy requires scrutiny
   of the transnational production of impairments. The article discusses
   each of these strategies in theoretical and practical terms by drawing
   on disability studies and Fraser's analyses.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mladenov, T (Reprint Author), Kings Coll London, Ctr Publ Policy Res, London, England.
   Mladenov, Teodor, Kings Coll London, Ctr Publ Policy Res, London, England.}},
DOI = {{10.1080/09687599.2016.1256273}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disability; social justice; Nancy Fraser; decommodification;
   interdependence; transnational democracy}},
Keywords-Plus = {{DISABLED PEOPLE; SPHERE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{teomladenov@gmail.com}},
ORCID-Numbers = {{Mladenov, Teodor/0000-0002-0623-7952}},
Funding-Acknowledgement = {{Leverhulme TrustLeverhulme Trust {[}ECF-2013-246]; King's College London}},
Funding-Text = {{This work was supported by the Leverhulme Trust {[}grant number
   ECF-2013-246]. Open access for this article was funded by King's College
   London.}},
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Number-of-Cited-References = {{54}},
Times-Cited = {{13}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{EF9VH}},
Unique-ID = {{ISI:000390678500005}},
OA = {{Green Published, Other Gold, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000390678500007,
Author = {Timander, Ann-Charlott and Moller, Anders},
Title = {{Distress or disability? Could a theoretical framework drawn from
   disability studies be a way forward when trying to understand
   experiences of oppression on the grounds of mental distress?}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{9}},
Pages = {{1275-1287}},
Abstract = {{This article explores whether it is possible to use a theoretical
   framework drawn from disability studies to understand experiences of
   social oppression on the grounds of mental distress. Thomas' extended
   social relational theoretisation of disablism was used in a PhD project
   concerned with experiences of mental distress. The tentative conclusion
   was that Thomas' conceptualisation of disablism and impairment could
   offer a way of improving understanding of mental distress and oppression
   on the grounds of mental distress. However, Thomas and Reeve's
   theorisation of the different forms of disablism was not readily
   transferred to the field of mental distress. Thus, tentative definitions
   of the different forms of disablism in relation to the field of mental
   distress were created. Perceived impairment type and disablism appear to
   be interconnected, and one has to acknowledge what kind of perceived
   impairment type one is focusing on when theorising disability and the
   different types of disablism.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Timander, AC (Reprint Author), Gothenburg Univ, Dept Social Work, Gothenburg, Sweden.
   Timander, Ann-Charlott, Gothenburg Univ, Dept Social Work, Gothenburg, Sweden.
   Moller, Anders, Ersta Skondal Univ Coll, Campus Bracke, Gothenburg, Sweden.}},
DOI = {{10.1080/09687599.2016.1248553}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Disablism; disability studies; mental distress; Thomas; impairment type}},
Keywords-Plus = {{ILLNESS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{ann-charlott.timander@socwork.gu.se}},
ResearcherID-Numbers = {{Moller, Anders/O-6665-2016}},
ORCID-Numbers = {{Moller, Anders/0000-0003-3739-4675}},
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   Thomas C, 2010, NEW DIRECTIONS SOCIO, P37, DOI DOI 10.1057/9780230297432.
   Timander A-C., 2015, THESIS.
   Timander AC, 2015, DISABIL SOC, V30, P327, DOI 10.1080/09687599.2014.999911.
   Watermeyer B., 2014, INTERNALIZED OPPRESS, P253.}},
Number-of-Cited-References = {{36}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{EF9VH}},
Unique-ID = {{ISI:000390678500007}},
DA = {{2020-03-18}},
}

@article{ ISI:000390935600005,
Author = {Herson, Kellie},
Title = {{Transgression, embodiment, and gendered madness: reading Homeland and
   Enlightened through critical disability theory}},
Journal = {{FEMINIST MEDIA STUDIES}},
Year = {{2016}},
Volume = {{16}},
Number = {{6}},
Pages = {{1000-1013}},
Abstract = {{This article critically analyzes the gendering of madness on Enlightened
   and Homeland through the lens of feminist disability studies as it
   functions in relation to feminist theoretical debates about whether
   mental illness is a social construction designed to control unruly
   subjects or an embodied response to social and personal trauma. This
   analysis unpacks the manner in which Homeland and Enlightened represent
   female protagonists whose madness functions both as a site of resistance
   against neoliberal logics of self-sufficiency and productivity and as an
   embodied, experiential reality. However, in both programs, these
   representative strands are positioned as entirely independent of one
   another-resistance is limited to the workplace, while embodiment fits
   within the domain of home and family-and both narratives punish their
   protagonists for their attempts to bridge these two spheres.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Herson, K (Reprint Author), Arizona State Univ, Dept Gender Studies, Tempe, AZ 85281 USA.
   Herson, Kellie, Arizona State Univ, Dept Gender Studies, Tempe, AZ 85281 USA.}},
DOI = {{10.1080/14680777.2016.1189947}},
ISSN = {{1468-0777}},
EISSN = {{1471-5902}},
Keywords = {{Mental illness; madness; disability; gender; television}},
Research-Areas = {{Communication; Women's Studies}},
Web-of-Science-Categories  = {{Communication; Women's Studies}},
Author-Email = {{kellie.herson@asu.edu}},
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Number-of-Cited-References = {{24}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Fem. Media Stud.}},
Doc-Delivery-Number = {{EG3HX}},
Unique-ID = {{ISI:000390935600005}},
DA = {{2020-03-18}},
}

@article{ ISI:000391089100004,
Author = {Parks, Elizabeth S. and Nishime, Leilani},
Title = {{Extinction, genealogy, and institutionalization: Challenging normative
   values in popular endangered language discourse}},
Journal = {{JOURNAL OF INTERNATIONAL AND INTERCULTURAL COMMUNICATION}},
Year = {{2016}},
Volume = {{9}},
Number = {{4}},
Pages = {{312-333}},
Abstract = {{News accounts of the recent discovery of Hawai'i Sign Language tell of
   the identification of a new language-one nearing extinction- and,
   ultimately, the happy ending of language preservation. By applying
   postcolonial and disability studies scholarship to the news coverage, we
   reframe marginalized languages through an alternative logic. We examine
   the narratives of extinction, genealogy, and institutionalization that
   underlie both colonial and ableist discourses in the articles. We argue
   that popular conceptions of endangered language and language purity
   obscure how normative values are applied to language communities and
   institutionalization, often at the expense of those very communities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Parks, ES (Reprint Author), Univ Washington, Dept Commun, Seattle, WA 98195 USA.
   Parks, Elizabeth S.; Nishime, Leilani, Univ Washington, Dept Commun, Seattle, WA 98195 USA.}},
DOI = {{10.1080/17513057.2016.1142603}},
ISSN = {{1751-3057}},
EISSN = {{1751-3065}},
Keywords = {{Sign language; Hawai'i; deaf culture; colonialism; language preservation}},
Keywords-Plus = {{CULTURE}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{lizparks@uw.edu}},
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Number-of-Cited-References = {{94}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{J. Int. Intercult. Commun.}},
Doc-Delivery-Number = {{EG5MX}},
Unique-ID = {{ISI:000391089100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000391135000010,
Author = {Matthews, Nicole and Simon, Jane and Kelly, Elaine},
Title = {{`Diagnosing' academic literacy needs in higher education: deploying the
   ethical resources of disability studies to interrogate information
   sharing in educational transitions}},
Journal = {{PEDAGOGY CULTURE AND SOCIETY}},
Year = {{2016}},
Volume = {{24}},
Number = {{3}},
Pages = {{445-457}},
Abstract = {{The rapid expansion of Australia's universities has led to a new
   emphasis on identifying and developing this broader cohort's academic
   literacies. Enhancing students' ability to work with the specific means
   of communication in formal education has come to be seen as key to both
   social justice and academic excellence. `Diagnostic testing' of such
   skills soon after enrolment is one strategy often adopted to identify
   and support those seen as `at risk' of withdrawal or failure. This paper
   draws on the perspectives of disability studies to reframe both such
   `diagnostic' processes and the way information generated from them might
   be shared. We argue that there are two approaches which can be valuable
   `ethical resources' for institutions seeking to be responsive to a more
   diverse range of students. These are: (a) the nuanced consideration of
   the consequences of identifying and labelling students, as found in
   disability studies, and (b) the experience of disabled students
   themselves of managing information about their particular needs.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Matthews, N (Reprint Author), Macquarie Univ, MMCCS, Fac Arts Univ Dr, N Ryde, NSW, Australia.
   Matthews, Nicole; Simon, Jane, Macquarie Univ, MMCCS, Fac Arts Univ Dr, N Ryde, NSW, Australia.}},
DOI = {{10.1080/14681366.2016.1193555}},
ISSN = {{0965-9757}},
Keywords = {{Disability studies; early diagnostic assessments; academic literacies;
   information sharing; stigma}},
Keywords-Plus = {{LEARNING-DIFFICULTIES; STUDENTS; EXPERIENCES; DYSLEXIA; POLICY;
   PARTICIPATION; UNIVERSITY; DISCOURSE; IMPACT; STIGMA}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{nicole.matthews@mq.edu.au}},
ORCID-Numbers = {{Simon, Jane/0000-0001-5655-5150
   Matthews, Nicole/0000-0002-6240-0881}},
Funding-Acknowledgement = {{Macquarie University Media, Music, Communication and Cultural Studies
   Teaching Index Funding}},
Funding-Text = {{This work was supported by the Macquarie University Media, Music,
   Communication and Cultural Studies Teaching Index Funding.}},
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Number-of-Cited-References = {{90}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Pedagog. Cult. Soc.}},
Doc-Delivery-Number = {{EG6DS}},
Unique-ID = {{ISI:000391135000010}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000391012100019,
Author = {Gharebaghi, Amin and Mostafavi, Mir Abolfazl},
Editor = {{Halounova, L and Li, S and Safar, V and Tomkova, M and Rapant, P and Brazdil, K and Shi, W and Anton, F and Liu, Y and Stein, A and Cheng, T and Pettit, C and Li, QQ and Sester, M and Mostafavi, A and Madden, M and Tong, X and Brovelli, MA and HaeKyong, K and Kawashima, H and Coltekin, A}},
Title = {{A NEW ONTOLOGICAL PERSPECTIVE FOR INTEGRATION OF SOCIAL AND PHYSICAL
   ENVIRONMENTS: DISABILITY AND REHABILITATION CONTEXT}},
Booktitle = {{XXIII ISPRS CONGRESS, COMMISSION II}},
Series = {{International Archives of the Photogrammetry Remote Sensing and Spatial
   Information Sciences}},
Year = {{2016}},
Volume = {{3}},
Number = {{2}},
Pages = {{137-142}},
Note = {{23rd ISPRS Congress, Prague, CZECH REPUBLIC, JUL 12-19, 2016}},
Organization = {{Int Soc Photogrammetry \& Remote Sensing}},
Abstract = {{Social dimension of environment is an important aspect that should be
   reflected in research works related to studying the interactions between
   human and the environment. However, this dimension is usually neglected
   when representing the environment in geographic information systems for
   different applications. For instance, disability as a result of the
   interaction between human and environment is influenced by social and
   physical dimensions of environment. Although, this aspect is highlighted
   in most conceptual disability models by defining various taxonomies of
   the environment, from ontological perspective justifying and connecting
   social dimension to the physical dimension of the environment is not
   clearly determined. Integrating social dimension of the environment with
   its physical dimension for disability studies is a challenging task,
   which is the main objective of the present study. Here, we review some
   of the disability models and their perspective about classifying the
   environment. Then, from ontological perspective, their limitations are
   discussed and a new approach for the classification of concepts form the
   environment is presented. This approach facilitates and simplifies
   integration of social dimension in ontologies for more effective
   assessment of disability issue in Geographic Information System.}},
Publisher = {{COPERNICUS GESELLSCHAFT MBH}},
Address = {{BAHNHOFSALLE 1E, GOTTINGEN, 37081, GERMANY}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Gharebaghi, A (Reprint Author), Univ Laval, Ctr Res Geomat, Quebec City, PQ, Canada.
   Gharebaghi, Amin; Mostafavi, Mir Abolfazl, Univ Laval, Ctr Res Geomat, Quebec City, PQ, Canada.}},
DOI = {{10.5194/isprsannals-III-2-137-2016}},
ISSN = {{2194-9034}},
Keywords = {{Disability; Environment; Social and Physical dimensions; Semantics;
   Ontology}},
Research-Areas = {{Computer Science; Physical Geography; Imaging Science \& Photographic
   Technology}},
Web-of-Science-Categories  = {{Computer Science, Information Systems; Geography, Physical; Imaging
   Science \& Photographic Technology}},
Author-Email = {{amin.gharebaghi.1@ulaval.ca
   mir-abolfazl.mostafavi@scg.ulaval.ca}},
Cited-References = {{Berdier C, 2007, STUD COMPUT INTELL, V61, P143.
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Number-of-Cited-References = {{17}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BG6YR}},
Unique-ID = {{ISI:000391012100019}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000388866600001,
Author = {van Trigt, Paul and Kool, Jacqueline and Schippers, Alice},
Title = {{Humanity as a Contested Concept: Relations between Disability and `Being
   Human'}},
Journal = {{SOCIAL INCLUSION}},
Year = {{2016}},
Volume = {{4}},
Number = {{4}},
Pages = {{125-128}},
Abstract = {{This editorial presents the theme and approach of the themed issue
   ``Humanity as a Contested Concept: Relations between Disability and
   `Being Human'{''}. The way in which the concept of humanity is or must
   be related to disability is critically investigated from different
   disciplinary perspectives in the themed issue, which is, moreover,
   situated in the field of disability studies and related to discussions
   about posthumanism. The argument is made that humanity is a concept that
   needs to be constantly reflected upon from a disability studies
   perspective. Finally, the contributions of the themed issue are briefly
   outlined.}},
Publisher = {{COGITATIO PRESS}},
Address = {{RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{van Trigt, P (Reprint Author), Leiden Univ, Hist Inst, NL-2311 BE Leiden, Netherlands.
   van Trigt, Paul, Leiden Univ, Hist Inst, NL-2311 BE Leiden, Netherlands.
   Kool, Jacqueline; Schippers, Alice, Disabil Studies Netherlands, Meet \& Discover, NL-3811 HR Amersfoort, Netherlands.
   Schippers, Alice, Vrije Univ Amsterdam, Dept Med Humanities, Med Ctr, NL-1081 HV Amsterdam, Netherlands.}},
DOI = {{10.17645/si.v4i4.754}},
ISSN = {{2183-2803}},
Keywords = {{ableism; disability; humanity; posthumanism}},
Research-Areas = {{Social Issues; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Issues; Social Sciences, Interdisciplinary}},
Author-Email = {{p.w.van.trigt@hum.leidenuniv.nl
   jacqueline.kool@disabilitystudies.nl
   alice.schippers@disabilitystudies.nl}},
Funding-Acknowledgement = {{ERC Consolidator Grant Rethinking Disability {[}648115]}},
Funding-Text = {{The first author acknowledges the support of the ERC Consolidator Grant
   Rethinking Disability under grant agreement number 648115.}},
Cited-References = {{Apostolidou S, 2016, SOC INCL, V4, P150, DOI 10.17645/si.v4i4.705.
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   Harnacke C., 2015, THESIS.
   Hermans C, 2016, SOC INCL, V4, P160, DOI 10.17645/si.v4i4.699.
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   Kuiper L, 2016, SOC INCL, V4, P176, DOI 10.17645/si.v4i4.696.
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   Solomon A., 2012, FAR TREE PARENTS CHI.
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   Winance M, 2016, ALTER, V10, P99, DOI 10.1016/j.alter.2016.02.005.
   Zuna N. I., 2014, QUALITY LIFE INTELLE, P91.}},
Number-of-Cited-References = {{22}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Soc. Incl.}},
Doc-Delivery-Number = {{ED5BO}},
Unique-ID = {{ISI:000388866600001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000388866600003,
Author = {Budge, Fiona MacLeod and Wels, Harry},
Title = {{``I Am Human Too!{''} `Probeerruimte' as Liminal Spaces in Search of
   Recognition}},
Journal = {{SOCIAL INCLUSION}},
Year = {{2016}},
Volume = {{4}},
Number = {{4}},
Pages = {{140-149}},
Abstract = {{This paper explores the Dutch concept `probeerruimte' 1 in relation to
   the statement `human as a contested concept', a highly relevant topic in
   disability studies. Probeerruimte encompasses the idea that people need
   space to `try things out', a liminal space that facilitates personal
   development. It was conceived in a context where institutional practices
   exerted restrictive control over the lives of people with learning
   difficulties, denying them rights to self-determination and personal
   growth, rights that are integral to experiences of `being human'. The
   concept emerged about 20 years ago, and was revived during two studies
   conducted in 2014 and 2015. The studies, commissioned by Disability
   Studies in Nederland (DSiN), explored perceptions of social inclusion.
   Study findings reveal the significance of associated concepts, inclusive
   of connectivity, citizenship, liminal spaces, and `risk taking'. Of
   critical importance is the need to challenge hegemonic practices that
   all too often disempower people with learning difficulties, remove their
   rights and, relegate their status to below citizenship. This paper
   addresses the relevance of probeerruimte for people with learning
   difficulties, from their perspectives, and examines how institutions can
   facilitate this process. Opinions from `all people' involved in the
   conversation are used as data so as not to `label' or make too strict a
   distinction between people with or without learning difficulties. The
   authors affirm the need to create probeerruimte to facilitate varied
   ways of existing. Ideally these ways of existing will promote
   opportunities for people with learning difficulties to engage in
   meaningful spaces, affirm their rights to citizenship and recognise
   their humanity.}},
Publisher = {{COGITATIO PRESS}},
Address = {{RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Budge, FM (Reprint Author), To The Point Consultancy, NL-2042 KP Zandvoort, Netherlands.
   Budge, Fiona MacLeod, To The Point Consultancy, NL-2042 KP Zandvoort, Netherlands.
   Wels, Harry, Vrije Univ Amsterdam, Fac Social Sci, NL-1081 HV Amsterdam, Netherlands.
   Wels, Harry, Leiden Univ, African Studies Ctr Leiden, NL-2333 AK Leiden, Netherlands.
   Wels, Harry, Univ Western Cape, Dept Geog \& Environm Studies, ZA-7535 Bellville, South Africa.}},
DOI = {{10.17645/si.v4i4.701}},
ISSN = {{2183-2803}},
Keywords = {{citizenship; disability; learning difficulties; probeerruimte}},
Keywords-Plus = {{LEARNING-DISABILITY; MENTAL-HEALTH; INCLUSION; PEOPLE; GEOGRAPHIES;
   EXCLUSION; RISK; LIFE}},
Research-Areas = {{Social Issues; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Issues; Social Sciences, Interdisciplinary}},
Author-Email = {{ttpconsultancy@yahoo.co.nz
   h.wels@vu.nl}},
Cited-References = {{Bourke Joanna, 2013, WHAT IT MEANS BE HUM.
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Number-of-Cited-References = {{42}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Soc. Incl.}},
Doc-Delivery-Number = {{ED5BO}},
Unique-ID = {{ISI:000388866600003}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000388866600004,
Author = {Apostolidou, Sofia and Sturm, Jules},
Title = {{Weighing Posthumanism: Fatness and Contested Humanity}},
Journal = {{SOCIAL INCLUSION}},
Year = {{2016}},
Volume = {{4}},
Number = {{4}},
Pages = {{150-159}},
Abstract = {{Our project on fatness begins by turning attention to the multiple
   cultural instances in which fatness has been intrinsically linked with
   notions such as self-neglect and poor self-management. In Foucauldian
   terms, we analyse the fat subject as a failed homo economicus, an
   individual who has failed to be an ``entrepreneur of himself, being for
   himself his own capital, being for himself his own producer, being for
   himself the source of {[}his] earnings{''} (Foucault, 2008, p. 226).
   From this perspective, we analyse instances of collective hatred towards
   fat subjects as direct results of the biopolitical triplet of
   responsibility, rationality, and morality. Morality is our bridge into
   the field of posthumanism, in which, as we demonstrate, these
   biopolitical imperatives also apply, reinforced by the field's
   fascination with prosthetics and enhancement. Where, by biopolitical
   standards, fat subjects have failed to manage themselves, posthuman
   subjects find themselves guilty of not responsibly, rationally, and
   morally manipulating themselves to optimal productivity. Using criticism
   that disability studies scholars like Sarah S. Jain and Vivian Sobchack
   have voiced about posthumanism, we demonstrate the ways in which, within
   posthumanism, all subjects can be found as lacking when compared to
   their potential, enhanced posthuman version.}},
Publisher = {{COGITATIO PRESS}},
Address = {{RUA FIALHO ALMEIDA 14, 2 ESQ, LISBON, 1070-129, PORTUGAL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sturm, J (Reprint Author), Univ Amsterdam, Amsterdam Sch Cultural Anal, NL-1012 CX Amsterdam, Netherlands.
   Apostolidou, Sofia; Sturm, Jules, Univ Amsterdam, Amsterdam Sch Cultural Anal, NL-1012 CX Amsterdam, Netherlands.}},
DOI = {{10.17645/si.v4i4.705}},
ISSN = {{2183-2803}},
Keywords = {{biopolitics; disability studies; fat studies; posthumanism; prosthesis}},
Research-Areas = {{Social Issues; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Issues; Social Sciences, Interdisciplinary}},
Author-Email = {{s.apostolidou@uva.nl
   j.v.sturm@uva.nl}},
Cited-References = {{Badmington Neil, 2003, CULT CRIT, V53, p{[}10, 18], DOI DOI 10.1353/CUL.2003.0017.
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Number-of-Cited-References = {{21}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Soc. Incl.}},
Doc-Delivery-Number = {{ED5BO}},
Unique-ID = {{ISI:000388866600004}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000386395200005,
Author = {Naraian, Srikala and Khoja-Moolji, Shenila},
Title = {{Happy places, horrible times, and scary learners: affective performances
   and sticky objects in inclusive classrooms}},
Journal = {{INTERNATIONAL JOURNAL OF QUALITATIVE STUDIES IN EDUCATION}},
Year = {{2016}},
Volume = {{29}},
Number = {{9}},
Pages = {{1131-1147}},
Abstract = {{Drawing on data from two studies conducted in US public schools, this
   paper traces the affective productions and performances of teachers to
   illustrate the role of affect in delineating (non) normative pedagogical
   practices in inclusive classrooms. Occupying a borderland space in
   narrative inquiry that permitted the straddling of differing
   philosophical traditions, we sought to both acknowledge the agentive
   work of teachers as well as the affectively constituted nature of their
   engagements with schools and learners. Data from teacher narratives
   disclosed particular preconceptions of schools as `happy places,' that
   delineated affective norms for an inclusive classroom. As teachers took
   up the affective responsibility of schools, they managed and modified
   their own as well as their students' affective performances and
   orientations, producing meanings of disability that often worked at odds
   with inclusive ends. Their efforts indexed the importance of affect in
   the delineation of teacher competency for inclusive pedagogy.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Naraian, S (Reprint Author), Columbia Univ Teachers Coll, Dept Curriculum \& Teaching, Elementary \& Secondary Inclus Educ Program, New York, NY 10027 USA.
   Naraian, Srikala, Columbia Univ Teachers Coll, Dept Curriculum \& Teaching, Elementary \& Secondary Inclus Educ Program, New York, NY 10027 USA.
   Khoja-Moolji, Shenila, Columbia Univ Teachers Coll, Dept Curriculum \& Teaching, New York, NY 10027 USA.}},
DOI = {{10.1080/09518398.2016.1201608}},
ISSN = {{0951-8398}},
EISSN = {{1366-5898}},
Keywords = {{Disability studies; inclusion; affect theory}},
Keywords-Plus = {{DISABILITY; CRITIQUE; WORKING}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{naraian@tc.edu}},
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   Ware L., 2010, HDB RES SOCIAL FDN E, P244.}},
Number-of-Cited-References = {{64}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Int. J. Qual. Stud. Educ.}},
Doc-Delivery-Number = {{EA2BA}},
Unique-ID = {{ISI:000386395200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000385265100005,
Author = {Penketh, Claire},
Title = {{Special educational needs and art and design education: plural
   perspectives on exclusion}},
Journal = {{JOURNAL OF EDUCATION POLICY}},
Year = {{2016}},
Volume = {{31}},
Number = {{4}},
Pages = {{432-442}},
Abstract = {{Education policy proposals by the UK Coalition government appeared to be
   based on a process of consultation, participation and representation.
   However, policy formation seems to prioritise and confirm particular
   ways of knowing and being in the world. This article recognises the
   ontological and epistemological invalidation at work in education policy
   by examining the shared context for policy formation in special
   educational needs (SEN/D) and art and design education. There is value
   in recognising plurality, acknowledging the ways in which apparently
   singular policies relating to special education are understood through
   subject or disciplinary perspectives. The neoliberal aim to foster an
   economically productive `subject' is evident in policy formation
   relating to art and design education as well as SEN/D. Both subjects,
   the disabled child and art and design education, are defined as
   excessive and are excluded where they do not conform to particular
   notions of productivity. The article explores theoretical frameworks
   that are essential for recognising meaning in education when subjects
   cannot be put to work.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Penketh, C (Reprint Author), Liverpool Hope Univ, Dept Disabil \& Educ, Liverpool, Merseyside, England.
   Penketh, Claire, Liverpool Hope Univ, Dept Disabil \& Educ, Liverpool, Merseyside, England.}},
DOI = {{10.1080/02680939.2015.1113570}},
ISSN = {{0268-0939}},
EISSN = {{1464-5106}},
Keywords = {{Special education; art and design education; disability studies;
   ableism; neoliberalism; cripistemology}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{penketc@hope.ac.uk}},
ORCID-Numbers = {{Penketh, Claire/0000-0002-1277-6477}},
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   Ware L., 2005, DISABILITY STUDIES E, P103.}},
Number-of-Cited-References = {{47}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Educ. Policy}},
Doc-Delivery-Number = {{DY6UV}},
Unique-ID = {{ISI:000385265100005}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000383987300001,
Author = {Feely, Michael},
Title = {{Disability studies after the ontological turn: a return to the material
   world and material bodies without a return to essentialism}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{7}},
Pages = {{863-883}},
Abstract = {{Over recent decades, poststructuralist theories have allowed critical
   disability scholars to challenge essentialist understandings of the
   human species and to contest discourses which divide humans into
   normal'/impaired' subjects with respect to a wide - and ever expanding -
   range of corporeal and cognitive traits. For critics, however, these
   theories are deeply flawed. By focusing primarily on language,
   poststructuralism shifts our critical attention away from the often
   harsh material realities of life for disabled people. This has led some
   to turn to critical realism and to effectively re-essentialise
   impairment. In this article, I wish to consider an alternative approach.
   I suggest that the recent ontological turn' in social theory has seen
   the emergence of new-materialist approaches - including Deleuze and
   Guattari's ontology of assemblage and methodology of assemblage analysis
   - which allow us to consider disability as a material phenomenon without
   a return to essentialism.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Feely, M (Reprint Author), Trinity Coll Dublin, Dept Social Work \& Social Policy, Dublin, Ireland.
   Feely, Michael, Trinity Coll Dublin, Dept Social Work \& Social Policy, Dublin, Ireland.}},
DOI = {{10.1080/09687599.2016.1208603}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Poststructuralism; ontological turn; disability studies; new
   materialism; posthumanism; Deleuze}},
Keywords-Plus = {{BOUNDARIES; KNOWLEDGE; LIMITS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{mfeely@tcd.ie}},
ResearcherID-Numbers = {{Feely, Michael/AAB-7931-2020}},
ORCID-Numbers = {{Feely, Michael/0000-0001-9256-613X}},
Cited-References = {{Abel M., 2007, VIOLENT AFFECT LIT C.
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Number-of-Cited-References = {{59}},
Times-Cited = {{22}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DW9NO}},
Unique-ID = {{ISI:000383987300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000383987300009,
Author = {Sherry, Mark},
Title = {{Facilitated communication, Anna Stubblefield and disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{7}},
Pages = {{974-982}},
Abstract = {{This article discusses the case of Anna Stubblefield, a US disability
   studies scholar and Professor of Ethics at Rutgers University who was
   sentenced to 12 years in prison for sexually assaulting a disabled man.
   Stubblefield claimed that he consented, using facilitated communication.
   The article argues that facilitated communication is unscientific and
   unreliable, and that the support for Stubblefield from some disability
   studies scholars raises serious ethical concerns.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Sherry, M (Reprint Author), Univ Toledo, Dept Sociol \& Anthropol, 2801 W Bancroft St, Toledo, OH 43606 USA.
   Sherry, Mark, Univ Toledo, Dept Sociol \& Anthropol, 2801 W Bancroft St, Toledo, OH 43606 USA.}},
DOI = {{10.1080/09687599.2016.1218152}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Facilitated communication; Anna Stubblefield; sexual assault;
   intellectual disability; crime victimization; rape}},
Keywords-Plus = {{MENTAL-RETARDATION; SCIENCE; INDIVIDUALS; AUTHORSHIP; AUTISM}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Mark.sherry@utoledo.edu}},
ResearcherID-Numbers = {{Sherry, Mark D/A-2582-2008}},
ORCID-Numbers = {{Sherry, Mark D/0000-0002-5825-0833}},
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Number-of-Cited-References = {{38}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DW9NO}},
Unique-ID = {{ISI:000383987300009}},
OA = {{Bronze, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000383239500001,
Author = {Ashton, Jennifer Randhare},
Title = {{Keeping up with the class: A critical discourse analysis of teacher
   interactions in a co-teaching context}},
Journal = {{CLASSROOM DISCOURSE}},
Year = {{2016}},
Volume = {{7}},
Number = {{1}},
Pages = {{1-17}},
Abstract = {{Co-teaching is a model of inclusive instruction that has become
   increasingly popular throughout schools as a way to meet the needs of
   students with disabilities in general education settings. Despite being
   the focus of significant educational research for more than two decades,
   traditional deficit discourses of disability persist in educational
   settings and have been found to impede inclusive education efforts. This
   study draws from the critical theoretical field of Disability Studies in
   Education (DSE) and methodological foundations of Critical Discourse
   Analysis (CDA) to analyse the discursive interactions of two middle
   school co-teachers in a nominally inclusive context. Findings suggest
   that pedagogy and interactions with students privileged `keeping up'
   with the pace of the standardised general education curriculum, which
   resulted in inequity and marginalisation of students with disabilities
   in the co-taught classroom.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ashton, JR (Reprint Author), SUNY Coll Brockport, Dept Educ \& Human Dev, Brockport, NY 14420 USA.
   Ashton, Jennifer Randhare, SUNY Coll Brockport, Dept Educ \& Human Dev, Brockport, NY 14420 USA.}},
DOI = {{10.1080/19463014.2015.1077717}},
ISSN = {{1946-3014}},
EISSN = {{1946-3022}},
Keywords = {{co-teaching; critical discourse analysis; inclusion; disability studies;
   special education}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{jashton@brockport.edu}},
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   WARE L, 2004, IDEOLOGY POLITICS IN.}},
Number-of-Cited-References = {{33}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Classr. Discourse}},
Doc-Delivery-Number = {{DV9DH}},
Unique-ID = {{ISI:000383239500001}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000382945200034,
Author = {Hsiao, Tsung-Chih and Cheung, Alyssa and Jiang, Gloria and Yu, Xiaoguang},
Book-Group-Author = {{IEEE}},
Title = {{An Interactive IELTS Vocabulary Memorizing Method Based on Ebbinghaus
   Curve}},
Booktitle = {{PROCEEDINGS OF 2016 INTERNATIONAL CONFERENCE ON APPLIED SYSTEM
   INNOVATION (ICASI)}},
Year = {{2016}},
Note = {{IEEE International Conference on Applied System Innovation (IEEE ICASI),
   Fuzhou Univ, Okinawa, JAPAN, MAY 26-JUN 01, 2016}},
Organization = {{Taiwanese Inst Knowledge Innovat; Inst Elect \& Elect Engineers; Sci
   Educ Ctr; Natl Formosa Univ; Chia Nan Univ Pharmacy \& Sci; Kun Shan
   Univ; S Taiwan Univ Sci \& Technol; St. Johns Univ; Natl United Univ;
   Univ Ryukyus; Kongju Natl Univ; Hannam Univ; Jimei Univ; iVAN Technol
   Enterprise Grp; IEEE Tainan Sect; Fujian Informat Ind Assoc; Fuzhou
   Cross Strait Ind Design Creat Park}},
Abstract = {{By participating in IELTS teaching practice, it is found that limited
   vocabulary is the main cause of English learning disabilities. Students
   often overlook the importance of word memory and lack of proper ways to
   memorize words in their practical English learning. Also, many of the
   current vocabulary memorizing software are lack of interest. By
   referring to the experiments on various vocabulary memorizing apps,
   articles and documents relevant to Ebbinghaus curve, this study combines
   traditional vocabulary memory method with Ebbinghaus curve, complemented
   by games. Try to overcome difficulties to produce the game and
   optimizing algorithm through e-learning.}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Hsiao, TC (Reprint Author), Huaqiao Univ, Coll Comp Sci \& Technol, Xiamen 361021, Fujian, Peoples R China.
   Hsiao, Tsung-Chih; Cheung, Alyssa; Jiang, Gloria; Yu, Xiaoguang, Huaqiao Univ, Coll Comp Sci \& Technol, Xiamen 361021, Fujian, Peoples R China.}},
ISBN = {{978-1-4673-9888-6}},
Keywords = {{IELTS; Ebbinghaus Curve; Word Memory; Vocabulary Memorizing}},
Research-Areas = {{Engineering}},
Web-of-Science-Categories  = {{Engineering, Electrical \& Electronic}},
Author-Email = {{hsiaotc@gmail.com
   funnyhoney@163.com
   453301265@qq.com
   xiaoyu@hqu.edu.cn}},
Cited-References = {{Ahmadi H. Sh., 2012, ENGLISH LANGUAGE LIT, V2, P11.
   Al-Malki MAS, 2014, INT J APPL LINGUISTI, V3, P166.
   Butler YG, 2004, TESOL QUART, V38, P245, DOI 10.2307/3588380.
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   Turner J., 2004, J ENGL ACAD PURP, V3, P95, DOI DOI 10.1016/S1475-1585(03)00054-7.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{5}},
Doc-Delivery-Number = {{BF6BT}},
Unique-ID = {{ISI:000382945200034}},
DA = {{2020-03-18}},
}

@article{ ISI:000381391100004,
Author = {Maika, Melinda and Danylchuk, Karen},
Title = {{Representing Paralympians: The `Other' Athletes in Canadian Print Media
   Coverage of London 2012}},
Journal = {{INTERNATIONAL JOURNAL OF THE HISTORY OF SPORT}},
Year = {{2016}},
Volume = {{33}},
Number = {{4, SI}},
Pages = {{401-417}},
Abstract = {{In our highly mediated society, media culture plays a critical role in
   socialization and offers a conduit for the naturalization of ideas. By
   this reasoning, stories told by the media about Paralympic athletes have
   the potential to influence our understanding of disability. This study
   reveals the representation of Paralympic athletes in Canada's two
   national newspapers the National Post and the Globe and Mail surrounding
   the London 2012 Paralympic Games. A total of 88 articles were collected
   over a 40-day period from 15 August 2012 to 23 September 2012. A
   critical disability studies lens guided methods of media frames
   analysis. Results demonstrated that coverage favoured an athletic frame,
   but medicalization and `supercrip' stories remained highly pervasive.
   The presence of these underlying messages indicates that disability is
   still viewed as a problem to be solved or a situation to be overcome.
   These ideas are discussed as forms of `Othering', problematizing
   representations that the media continues to present.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Maika, M (Reprint Author), Western Univ, Sch Kinesiol, London, ON, Canada.
   Maika, Melinda, Western Univ, Sch Kinesiol, London, ON, Canada.
   Danylchuk, Karen, Western Univ, Sch Kinesiol, Sport Management, London, ON, Canada.}},
DOI = {{10.1080/09523367.2016.1160061}},
ISSN = {{0952-3367}},
EISSN = {{1743-9035}},
Keywords = {{Paralympic; framing; Canadian media; disability; Othering}},
Keywords-Plus = {{NEWSPAPER COVERAGE; DISABILITY; PEOPLE; SPORT; GAMES}},
Research-Areas = {{History; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{History; Hospitality, Leisure, Sport \& Tourism}},
Author-Email = {{mmaika3@uwo.ca}},
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Number-of-Cited-References = {{77}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Int. J. Hist. Sport}},
Doc-Delivery-Number = {{DT3OR}},
Unique-ID = {{ISI:000381391100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000381511800001,
Author = {Sherry, Mark},
Title = {{A sociology of impairment}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{6}},
Pages = {{729-744}},
Abstract = {{Impairment has a ubiquitous and troublesome position within disability
   studies. The absence of an effective theoretical understanding of
   impairment has been a major problem for the field. One way out of this
   impasse is to situate impairment sociologically. By regarding impairment
   as a thoroughly social dynamic, and examining it though a sociological
   lens, it is possible to develop a richer understanding of the
   experiences, politics, and identities of disabled people. Some of the
   key elements of a sociology of impairment include: using a
   socially-embedded phenomenology; exploring the social creation of
   impairment through inequality; deconstructing the cultural construction
   of impairment; critically examining diagnosis; and analyzing the
   personal and political significance of impairment identities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sherry, M (Reprint Author), Univ Toledo, Dept Sociol \& Anthropol, 2801 W Bancroft St, Toledo, OH 43606 USA.
   Sherry, Mark, Univ Toledo, Dept Sociol \& Anthropol, 2801 W Bancroft St, Toledo, OH 43606 USA.}},
DOI = {{10.1080/09687599.2016.1203290}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Impairment; phenomenology; inequality; culture; diagnosis; politics}},
Keywords-Plus = {{LIVED EXPERIENCE; DISABILITY; DIAGNOSIS; HEALTH; DOMINANCE; SURVIVAL;
   PATIENT; POLICY; AUTISM}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{markdsherry@yahoo.com}},
ResearcherID-Numbers = {{Sherry, Mark D/A-2582-2008}},
ORCID-Numbers = {{Sherry, Mark D/0000-0002-5825-0833}},
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Number-of-Cited-References = {{109}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DT5HE}},
Unique-ID = {{ISI:000381511800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000381511800002,
Author = {Bolt, David},
Title = {{Pretending to be a normal human being: Peep Show, sitcom, and the
   momentary invocation of disability}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{6}},
Pages = {{745-757}},
Abstract = {{This interdisciplinary article presents research about the place of
   disability in the British sitcom Peep Show, whose 54 episodes span more
   than a decade in their transmission (2003-2015). The methodology of
   critical discourse analysis is employed to probe the relationship
   between casual word choice and broader themes such as normalcy, humour,
   and social attitudes. This analysis is informed by classic and new work
   in cultural disability studies, as well as by work in literary studies
   and television studies. The conclusion is that, despite its apparent
   irrelevance to disability studies, Peep Show reveals much about
   conversational invocations of disability.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bolt, D (Reprint Author), Liverpool Hope Univ, Ctr Culture \& Disabil Studies, Liverpool, Merseyside, England.
   Bolt, David, Liverpool Hope Univ, Ctr Culture \& Disabil Studies, Liverpool, Merseyside, England.}},
DOI = {{10.1080/09687599.2016.1203292}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Peep Show; sitcom; history; cultural representation of disability;
   satire; normality}},
Keywords-Plus = {{MODEL}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{boltd@hope.ac.uk}},
ORCID-Numbers = {{Bolt, David/0000-0002-5233-1675}},
Cited-References = {{Allport G. W., 1954, NATURE PREJUDICE.
   Anthony A., 2015, GUARDIAN.
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   Bolt D, 2015, DISABIL SOC, V30, P1103, DOI 10.1080/09687599.2015.1071240.
   Cheyne R, 2009, J LIT CULTURAL DISAB, V3, P101, DOI {[}10.1353/jlc.0.0009, DOI 10.1353/JLC.0.0009].
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   Cowley D., 2012, J LIT CULTURAL DISAB, V6, P85, DOI DOI 10.3828/JLCDS.2012.6.
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   Gabbard D. Christopher, 2008, J LIT CULTURAL DISAB, V2, P11, DOI {[}10.3828/jlcds.2.1.3, DOI 10.3828/JLCDS.2.1.3].
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   Halliwell Martin, 2004, IMAGES IDIOCY IDIOT.
   Houston E, 2015, CONSIDERING DISABILI, V1, P21.
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   Mapley H, 2015, DISABIL SOC, V30, P896, DOI 10.1080/09687599.2015.1034847.
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   Mills B, 2013, J LIT CULTURAL DISAB, V7, P321, DOI {[}10.3828/jlcds.2013.27, DOI 10.3828/JLCDS.2013.27].
   Mills B, 2008, SCREEN, V49, P51, DOI 10.1093/screen/hjn004.
   Mitchell DT, 2015, CORPOREALITIES DISCO.
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   Mitchell David T, 2002, DISABILITY STUDIES E, P15.
   Morreall John, 2009, JOKE LIMITS HUMOUR, P65.
   Murray Stuart, 2008, REPRESENTING AUTISM.
   Murray Stuart, 2012, J LIT CULTURAL DISAB, V6, P241, DOI DOI 10.3828/JLCDS.2012.21.
   Peep Show, 2015, PEEP SHOW 9, V4.
   Pollock D., 2007, GUARDIAN.
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   RYCROFT C, 1985, CRITICAL DICT PSYCHO.
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   Siebers T, 2004, LIT MED, V23, P1, DOI 10.1353/lm.2004.0010.
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   Snyder S. L., 2007, J LIT DISABILITY, V1, P1, DOI DOI 10.3828/JLCDS.1.1.2.
   Snyder Sharon L., 2006, CULTURAL LOCATIONS, DOI {[}10.7208/chicago/9780226767307.001.0001, DOI 10.7208/CHICAGO/9780226767307.001.0001].
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   Tictchkosky T., 2015, J LIT CULTURAL DISAB, V9, P1, DOI DOI 10.3828/JLCDS.2015.1.}},
Number-of-Cited-References = {{38}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DT5HE}},
Unique-ID = {{ISI:000381511800002}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000381016300007,
Author = {Senne, Tshegofatso},
Title = {{Deaf women's lived experiences of their constitutional rights in South
   Africa}},
Journal = {{AGENDA-EMPOWERING WOMEN FOR GENDER EQUITY}},
Year = {{2016}},
Volume = {{30}},
Number = {{1}},
Pages = {{65-75}},
Abstract = {{Although the rights of women and people living with disabilities are
   constitutionally protected, Deaf women continue to experience
   discrimination due to their double stigmatisation as women and as Deaf.
   Their lack of substantive citizenship is evident in their lived
   experiences, the inaccessibility of services due to both inadequate sign
   language interpretation and bilingual education. The research draws on a
   theoretical framework drawn from feminism, Deaf studies and disability
   studies in order to understand South African Deaf women's experience of
   human rights and how the situation in relation to human rights
   violations can be improved. The methodology used in the study is
   Participatory Action Research, and included weekly group discussions
   over a period of two months. The underlying issue that emerged as
   preventing Deaf, Black, unemployed women reliant on state health care
   from accessing their rights and participating as substantive citizens in
   an inclusive South African society is their lack of linguistic rights.
   Skilled South African Sign Language (SASL) interpreters are needed in
   order to access both the justice system and the health care sector in
   terms of their particular needs as women, in relation to domestic abuse
   and obstetric health care.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Senne, T (Reprint Author), Univ Witwatersrand, ZA-2050 Johannesburg, South Africa.
   Senne, Tshegofatso, Univ Witwatersrand, ZA-2050 Johannesburg, South Africa.}},
DOI = {{10.1080/10130950.2016.1198613}},
ISSN = {{1013-0950}},
EISSN = {{2158-978X}},
Keywords = {{women; Deaf women; human rights; South Africa}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
Author-Email = {{tshego311@gmail.com}},
Cited-References = {{Aarons D, 2003, MANY WAYS BE DEAF IN.
   Akach Philemon Abiud Okinyi, 2010, THESIS.
   Bauman H, 2008, OPEN YOUR EYES DEAF.
   Biko Steve, 1971, DEFINITION BLACK CON.
   Brueggemann BJ, 2006, WOMEN DEAFNESS DOUBL.
   Burch S., 2010, DEAF DISABILITY STUD.
   Clarfelt A, 2012, RESPOND RAPE OTHER G.
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   Garland-Thomson R., 2001, RESHAPING RETHINKING.
   Goodley D., 2011, DISABILITY STUDIEI.
   Hans A, 2003, WOMEN DISABILITY IDE.
   Haricharan HJ, 2012, CAN WE TALK RIGHT HE.
   Hassim S., 1999, AGENDA, V15, P6, DOI DOI 10.2307/4066012.
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   Jeffers SE, 2012, PERCEPTIONS FEMINISM.
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   Meintjes S, 1998, WOMEN ETHNICITY NATL.
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   Padden Carol, 1988, DEAF IN AM.
   Pain R, 2012, PARTICIPATORY ACTION.
   Rajan D, 2011, WOMEN DISABILITIES A.
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   Smith N, 2015, CULTURE LANGUAGE ACC.
   WOODWARD JC, 1972, {[}No title captured], P1, DOI DOI 10.1353/SLS.1972.0004.
   WRIGLEY O, 1996, POLITICS DEAFNESS.}},
Number-of-Cited-References = {{34}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Agenda-Empower. Women Gend. Equity}},
Doc-Delivery-Number = {{DS8EO}},
Unique-ID = {{ISI:000381016300007}},
DA = {{2020-03-18}},
}

@article{ ISI:000381297400003,
Author = {Zhuang, Kuansong},
Title = {{Inclusion in Singapore: a social model analysis of disability policy}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{5}},
Pages = {{622-640}},
Abstract = {{A rhetoric of inclusion and increased social spending within a global
   context of austerity cuts has dominated disability policies in Singapore
   today. However, there is a lack of academic works that take a critical
   disability studies view towards the analysis of disability in Singapore.
   This work aims to address this gap by adopting a critical social
   model-led analysis of disability policies in Singapore. The article
   examines the rhetoric of inclusion, how disability is defined and its
   implementation through various policies in Singapore. It will examine
   the underpinnings of disability in Singapore today and its impact on the
   lives of disabled people.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1080/09687599.2016.1197821}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Inclusion; social model; Singapore; welfare state; disability}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{kuansong@live.com.sg}},
Funding-Acknowledgement = {{Chevening Scholarship Programme; SG Enable}},
Funding-Text = {{This work arises from the author's dissertation submitted for a Master
   of Arts in Disability Studies at the University of Leeds and would not
   have been possible without the funding provided by the Chevening
   Scholarship Programme and SG Enable. The academic support provided by
   supervisor Mark Priestley as well as other lecturers in the programme,
   namely Colin Barnes, Alison Sheldon and Alan Roulstone, were also
   essential to the completion of this work.}},
Cited-References = {{{[}Anonymous], 2014, SERV AD DIS.
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Number-of-Cited-References = {{79}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DT2FY}},
Unique-ID = {{ISI:000381297400003}},
DA = {{2020-03-18}},
}

@article{ ISI:000380152200006,
Author = {Mustazza, Chris},
Title = {{Heart Murmur: Prosodic Mimesis in Melvin Dixon's HEARTBEATS}},
Journal = {{EXPLICATOR}},
Year = {{2016}},
Volume = {{74}},
Number = {{2}},
Pages = {{88-91}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mustazza, C (Reprint Author), Univ Penn, Philadelphia, PA 19104 USA.
   Mustazza, Chris, Univ Penn, Philadelphia, PA 19104 USA.}},
DOI = {{10.1080/00144940.2016.1169977}},
ISSN = {{0014-4940}},
EISSN = {{1939-926X}},
Keywords = {{Melvin Dixon; AIDS; prosody; African American; disability studies}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{BERSANI L, 1987, OCTOBER, P197.
   Davidson Michael, 2008, CONCERTO LEFT HAND D, P35.
   Dixon M, 2000, CALLALOO, V23, P77.
   SHAKESPEARE William, TRAGEDY HAMLET PRINC.
   Watney Simon, 1987, POLICING DESIRE PORN.}},
Number-of-Cited-References = {{5}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Explicator}},
Doc-Delivery-Number = {{DR8MO}},
Unique-ID = {{ISI:000380152200006}},
DA = {{2020-03-18}},
}

@article{ ISI:000377392200001,
Author = {Stamou, Anastasia G. and Alevriadou, Anastasia and Soufla, Fenia},
Title = {{Representations of disability from the perspective of people with
   disabilities and their families: a critical discourse analysis of
   disability groups on Facebook}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2016}},
Volume = {{18}},
Number = {{1}},
Pages = {{1-16}},
Abstract = {{Contrary to the growing body of research into views about and attitudes
   towards disability which has focused on the perspectives of non-disabled
   people, recent disability studies have been directed to the voices of
   people with disabilities and/or their families, by acknowledging an
   `epistemic privilege' to them. In the present study, we use the posts of
   sensory and physical disability groups on Facebook as a lens to uncover
   the voices and experiences of people with disabilities and/or their
   families. The critical discourse analysis of the posts of disability
   groups on Facebook suggests that people with disabilities and/or their
   families do not constitute a homogeneous group of people being connected
   because of their common (bodily) condition. On the other hand, different
   representations of disability also suggest a different use of Facebook.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stamou, AG (Reprint Author), Univ Western Macedonia, Dept Early Childhood Educ, Florina 53100, Greece.
   Stamou, Anastasia G.; Alevriadou, Anastasia; Soufla, Fenia, Univ Western Macedonia, Dept Early Childhood Educ, Florina 53100, Greece.}},
DOI = {{10.1080/15017419.2014.962611}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{medical model; social model; affirmative model; systemic functional
   grammar; representations of disability}},
Keywords-Plus = {{ATTITUDES; EXPERIENCES; ENVIRONMENTS; EDUCATION; TEACHERS; LANGUAGE;
   CHILDREN; WOMEN}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{astamou@uowm.gr}},
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Number-of-Cited-References = {{45}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{DN9IG}},
Unique-ID = {{ISI:000377392200001}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000377393000003,
Author = {Abrams, Thomas},
Title = {{Cartesian dualism and disabled phenomenology}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2016}},
Volume = {{18}},
Number = {{2}},
Pages = {{118-128}},
Abstract = {{In this paper, I critically examine phenomenological disability studies'
   critique of so-called `Cartesian Dualism'. I argue that it is not a
   metaphysical divide between mental and extended substance that
   disability studies must overcome, but rather a more fundamental
   understanding of world understood only in terms of substance, what
   Martin Heidegger calls the `ontology of objective presence'. This view
   of `the world' passes over being-in-the-world and the problem of
   meaning. After outlining phenomenological disability studies' objection
   to Descartes' legacy, I critically contrast the mind-body problem with
   the substance problem, suggesting the latter is crucial, and the former
   derivative. I conclude by discussing the contours of a disabled
   phenomenology: one that takes physical and mental difference as the
   basis for a theoretical project, rather than another site for
   phenomenological investigation.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Abrams, T (Reprint Author), Univ Toronto, Dept Social Justice Educ, Ontario Inst Studies Educ, 252 Bloor St West, Toronto, ON M5S 1V6, Canada.
   Abrams, Thomas, Univ Toronto, Dept Social Justice Educ, Ontario Inst Studies Educ, 252 Bloor St West, Toronto, ON M5S 1V6, Canada.}},
DOI = {{10.1080/15017419.2014.995219}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Cartesian dualism; Heidegger; phenomenology; subjectivity}},
Keywords-Plus = {{CLIENT-CENTERED REHABILITATION; DISABILITY; MEDICINE; BODY;
   QUESTIONNAIRE; PHYSIOTHERAPY; IMPAIRMENT; EXPERIENCE; HEIDEGGER; BODIES}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{thomasm1abrams@gmail.com}},
Cited-References = {{Abberley P., 1987, DISABILITY HANDICAP, V2, P5, DOI DOI 10.1080/02674648766780021.
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   Siebers Tobin., 2010, DISABILITY AESTHETIC.
   Titchkosky T, 2003, CAN J SOCIOL, V28, P517, DOI 10.2307/3341840.
   Titchkosky T., 2007, READING WRITING DISA.
   Titchkosky T., 2011, QUESTION ACCESS DISA.
   Titchkosky T, 2012, DISABILITY AND SOCIAL THEORY: NEW DEVELOPMENTS AND DIRECTIONS, P127.
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   Wade D, 2006, CLIN REHABIL, V20, P185, DOI 10.1191/0269215506cr952ed.
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   Wilson A., 2012, DYS APPEARING BODY U.
   Wittgenstein Ludwig, 2001, PHILOS INVESTIGATION.
   ZOLA IK, 1989, MILBANK Q, V67, P401, DOI 10.2307/3350151.}},
Number-of-Cited-References = {{61}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{DN9IN}},
Unique-ID = {{ISI:000377393000003}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000377393400005,
Author = {Ahlvik-Harju, Carolin},
Title = {{Disturbing bodies - reimagining comforting narratives of embodiment
   through feminist disability studies}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2016}},
Volume = {{18}},
Number = {{3}},
Pages = {{222-233}},
Abstract = {{The world responds to us because of our embodied selves, and we respond
   to the world through our embodiedness. Some bodies are admired, some are
   rejected. Some are perceived as normal, some as abnormal. Hence, bodily
   differences are not neutral facts. In society there are normative
   standards of embodiment that people ought to live up to, and anyone who
   does not is stared at, ignored, feared, or in various ways marginalized
   through oppressive practices. These practices are legitimated by
   dominant systems of representation and by cultural narratives that shape
   the material world, inform human relations, and shape our sense of who
   we are. This article discusses and challenges the dominant cultural
   narrative - the normalcy narrative - that makes the able-bodied,
   rational, male subject the normative standard in society. From a
   feminist disability perspective, narratives of embodiment are rethought,
   reimagined, and re-conceptualized.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ahlvik-Harju, C (Reprint Author), Abo Akad Univ, Theol Eth \& Philosophy Relig, Fac Arts Psychol \& Theol, Turku, Finland.
   Ahlvik-Harju, Carolin, Abo Akad Univ, Theol Eth \& Philosophy Relig, Fac Arts Psychol \& Theol, Turku, Finland.}},
DOI = {{10.1080/15017419.2015.1063545}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Body; normalcy narrative; life stories; feminist disability studies;
   ethics}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{carolin.ahlvik-harju@abo.fi}},
Cited-References = {{Ahlvik-Harju C, 2014, STUD THEOL, V68, P122, DOI 10.1080/0039338X.2014.963667.
   Asch A, 1999, AM J PUBLIC HEALTH, V89, P1649, DOI 10.2105/AJPH.89.11.1649.
   Barron K, 1997, DISABIL SOC, V12, P223, DOI 10.1080/09687599727344.
   Bishop Jeffrey P., 2011, ANTICIPATORY CORPSE.
   Carlson L., 2001, HYPATIA, V16, P124, DOI DOI 10.1111/J.1527-2001.2001.TB00756.X.
   Couser Thomas, 1997, RECOVERING BODIES IL.
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   Davis Lennard J., 2010, DISABILITY STUDIES R.
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   Garland-Thomson R, 2005, SIGNS, V30, P1557, DOI 10.1086/423352.
   Garland-Thomson R, 2007, NARRATIVE, V15, P113, DOI 10.1353/nar.2007.0005.
   Garland-Thomson R, 2006, J VIS CULT, V5, P173, DOI 10.1177/1470412906066907.
   Garland-Thomson Rosemarie, 2011, FEMINIST DISABILITY.
   Garland-Thomson Rosemarie, 2001, BARBARA WAXMAN FIDU.
   GARLANDTHOMSON R, 2012, BIOETHICAL INQUIRY, V9, P339, DOI DOI 10.1007/S11673-012-9380-0.
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   McRuer Robert, 2003, SUNY SERIES AESTHETI.
   Mintz SB, 2007, UNRULY BODIES: LIFE WRITING BY WOMEN WITH DISABILITIES, P1.
   Nelson J., 1992, BODY THEOLOGY.
   Owen D., 2003, GRAMMAR POLITICS WIT.
   Schriempf A., 2001, HYPATIA, V16, P53, DOI DOI 10.1111/J.1527-2001.2001.TB00753.X.
   Scully JL, 2005, BASIC BIOETH, P49.
   Shildrick M, 2009, DANGEROUS DISCOURSES OF DISABILITY, SUBJECTIVITY AND SEXUALITY, P1, DOI 10.1057/9780230244641.
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   Sigurdson O., 2009, POSTSEKULARA TILLSTA.
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   Vaittinen T, 2015, INT FEM J POLIT, V17, P100, DOI 10.1080/14616742.2013.876301.
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   Wendell S, 1996, REJECTED BODY FEMINI.
   Wendell Susan, 1999, FEMINIST THEORY BODY.}},
Number-of-Cited-References = {{35}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{DN9IR}},
Unique-ID = {{ISI:000377393400005}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000376388200201,
Author = {Strandberg, Thomas},
Title = {{Vertical and horizontal knowledge integration in disability studies-A
   case illustrated from acquired brain injury}},
Journal = {{BRAIN INJURY}},
Year = {{2016}},
Volume = {{30}},
Number = {{5-6}},
Meeting = {{0240}},
Pages = {{567-568}},
Publisher = {{TAYLOR \& FRANCIS INC}},
Address = {{530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Strandberg, Thomas, Univ Orebro, Sch Law Psychol \& Social Work, SE-70182 Orebro, Sweden.}},
ISSN = {{0269-9052}},
EISSN = {{1362-301X}},
Research-Areas = {{Neurosciences \& Neurology; Rehabilitation}},
Web-of-Science-Categories  = {{Neurosciences; Rehabilitation}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Brain Inj.}},
Doc-Delivery-Number = {{DM5KP}},
Unique-ID = {{ISI:000376388200201}},
DA = {{2020-03-18}},
}

@article{ ISI:000376442300014,
Author = {Souza, Valeria M.},
Title = {{Disability Studies and Spanish Culture: Films, Novels, the Comic and the
   Public Exhibition}},
Journal = {{BULLETIN OF HISPANIC STUDIES}},
Year = {{2016}},
Volume = {{93}},
Number = {{5}},
Pages = {{575-576}},
Publisher = {{LIVERPOOL UNIV PRESS}},
Address = {{4 CAMBRIDGE ST, LIVERPOOL L69 7ZU, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Souza, VM (Reprint Author), Washington Univ, St Louis, MO 63130 USA.
   Souza, Valeria M., Washington Univ, St Louis, MO 63130 USA.}},
ISSN = {{1475-3839}},
EISSN = {{1478-3398}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
Cited-References = {{Fraser Benjamin, 2013, DISABILITY STUDIES S.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Bull. Hisp. Stud.}},
Doc-Delivery-Number = {{DM6EB}},
Unique-ID = {{ISI:000376442300014}},
DA = {{2020-03-18}},
}

@article{ ISI:000374994300001,
Author = {Dodd, Steven},
Title = {{Orientating disability studies to disablist austerity: applying Fraser's
   insights}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{2}},
Pages = {{149-165}},
Abstract = {{Many disabled people in Britain have experienced profound challenges
   brought about by a government policy programme characterised by
   `austerity'. Drawing on the work of Fraser and Polanyi, this article
   explores new ways in which disability studies can become theoretically
   orientated to the task of explaining and challenging what has become an
   issue of overbearing importance for many disabled people. It is argued
   that Fraser's notion of bivalency encapsulates the combination of
   cultural and economic challenges which characterise `disablist
   austerity'. Fraser's development of Polanyi's work is used to argue that
   disability studies should be orientated to large-scale economic
   challenges as well as cultural and discursive concerns that are more
   often the object of study in the field.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Dodd, S (Reprint Author), Univ Lancaster, Div Hlth Res, Lancaster, England.
   Dodd, Steven, Univ Lancaster, Div Hlth Res, Lancaster, England.}},
DOI = {{10.1080/09687599.2016.1152952}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Austerity; redistribution; recognition; disablism; marketisation}},
Keywords-Plus = {{REDISTRIBUTION; RECOGNITION; CRITIQUE; PAYMENTS; JUSTICE; AGE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{s.r.dodd@lancaster.ac.uk}},
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   Roulstone A, 2015, DISABIL SOC, V30, P673, DOI 10.1080/09687599.2015.1021759.
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   Vehmas S, 2014, DISABIL SOC, V29, P638, DOI 10.1080/09687599.2013.831751.
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   Young J., 2014, DIGNITY OPPORTUNITY.}},
Number-of-Cited-References = {{46}},
Times-Cited = {{11}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DK5XK}},
Unique-ID = {{ISI:000374994300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000375139100001,
Author = {Estes, Joel D.},
Title = {{Imperfection in Paradise: Reading Genesis 2 through the Lens of
   Disability and a Theology of Limits}},
Journal = {{HORIZONS IN BIBLICAL THEOLOGY}},
Year = {{2016}},
Volume = {{38}},
Number = {{1}},
Pages = {{1-21}},
Abstract = {{Genesis 2 has been interpreted from many angles, but rarely through the
   lens of disability studies. Such a reading, however, provides a
   necessary corrective to interpretations that import into the text
   idealistic notions of bodily perfection and thereby inadvertently
   disenfranchise those with disabilities. By attending to the range of
   bodily experiences and the fluidity of embodied existence, this article
   seeks to shed new light on Genesis 2 and on the wider task of
   theological anthropology. More specifically, reading Genesis 2 with and
   for those with disabilities lifts up three essential themes in the text
   that all express human limitation as a good aspect of God's creation:
   embodiment, imperfection, and relationship.}},
Publisher = {{BRILL ACADEMIC PUBLISHERS}},
Address = {{PLANTIJNSTRAAT 2, P O BOX 9000, 2300 PA LEIDEN, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Estes, JD (Reprint Author), Princeton Theol Seminary, 201 Loetscher Pl 117, Princeton, NJ 08540 USA.
   Estes, Joel D., Princeton Theol Seminary, 201 Loetscher Pl 117, Princeton, NJ 08540 USA.}},
DOI = {{10.1163/18712207-12341313}},
ISSN = {{0195-9085}},
EISSN = {{1871-2207}},
Keywords = {{Genesis 2; Eden; paradise; disability studies; theological anthropology}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{joel.estes@ptsem.edu}},
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   Pannenberg Wolfhart, 1985, ANTHR THEOLOGICAL PE, P74.
   Parsons MC, 2011, BODY AND CHARACTER IN LUKE AND ACTS: THE SUBVERSION OF PHYSIOGNOMY IN EARLY CHRISTIANITY, P1.
   Raphael Rebecca, 2008, BIBLICAL CORPORA REP, P29.
   Reinders H. S., 2008, RECEIVING GIFT FRIEN.
   Reynolds T. E., 2008, VULNERABLE COMMUNION.
   Schipper Jeremy, 2006, DISABILITY STUDIES H.
   Schmid Konrad, 2008, BEYOND EDEN, P73.
   Ska Jean Louis, 2006, INTRO READING PENTAT, P133.
   Ska Jean-Louis, 2008, BEYOND EDEN, P1.
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   Swinburne Richard, 1987, PERSONS PERSONALITY, P33.
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   Yong Amos, 2011, BIBLE DISABILITY CHR, P17.
   Young Frances, 1997, ENCOUNTER MYSTERY RE, P133.}},
Number-of-Cited-References = {{54}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Horiz. Biblic. Theol.}},
Doc-Delivery-Number = {{DK7XC}},
Unique-ID = {{ISI:000375139100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000374995800001,
Author = {Whitburn, Ben},
Title = {{Voice, post-structural representation and the subjectivity of `included'
   students}},
Journal = {{INTERNATIONAL JOURNAL OF RESEARCH \& METHOD IN EDUCATION}},
Year = {{2016}},
Volume = {{39}},
Number = {{2}},
Pages = {{117-130}},
Abstract = {{Aligned with the broader movement from structuralism to the
   post-structuralisms {[}Lather, P. 2013. ``Methodology-21: What Do We Do
   in the Afterward?{''} International Journal of Qualitative Studies in
   Education 26 (6): 634-645; St. Pierre, E. A. 2009. ``Afterword:
   Decentering Voice in Qualitative Inquiry.{''} In Voice in Qualitative
   Inquiry: Challenging Conventional, Interpretive, and Critical
   Conceptions in Qualitative Research, edited by A. Y. Jackson and L. A.
   Mazzei, 221-236. London: Routledge; St. Pierre, E. A. 2013. ``The Posts
   Continue: Becoming.{''} International Journal of Qualitative Studies in
   Education 26 (6): 646-657], research in disability studies for the past
   two decades has found `the potholes' {[}Miller, L., J. B. Whalley, and
   I. Stronach. 2012. ``From Structuralism to Poststructuralism.{''} In
   Research Methods in the Social Sciences, edited by B. Somekh and C.
   Lewin. London: SAGE] of disability rights scholarship. In this paper, I
   offer a critical research framework in the field of disability studies
   in education that is theoretical, political and personal. Concentrating
   on the positioning of disability, I draw on the methodological tools of
   post-structural representation, subjectivity and constructivist grounded
   theory to study how discursive practices within (and around) secondary
   schools shape `included' disabled subjects. In the paper I develop this
   framework and then demonstrate its application in ongoing research that
   critically counters the conventions that marginalize particular students
   in schools.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Whitburn, B (Reprint Author), Deakin Univ, Fac Arts \& Educ, Melbourne, Vic, Australia.
   Whitburn, Ben, Deakin Univ, Fac Arts \& Educ, Melbourne, Vic, Australia.}},
DOI = {{10.1080/1743727X.2014.946497}},
ISSN = {{1743-727X}},
EISSN = {{1743-7288}},
Keywords = {{disability studies in education; critical disability studies; inclusive
   schooling; post-structuralist research; subjectivity}},
Keywords-Plus = {{INCLUSIVE EDUCATION; DISABILITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{b.whitburn@deakin.edu.au}},
ORCID-Numbers = {{Whitburn, Ben/0000-0003-3137-2803}},
Cited-References = {{Albrecht L, 2002, DISABILITY STUDIES T, P18.
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   Moss J., 2002, INT J INCLUSIVE EDUC, V6, P231, DOI DOI 10.1080/13603110110091599.
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   Pillow W., 2003, QUALITATIVE STUDIES, V16, P175, DOI DOI 10.1080/0951839032000060635.
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   Youdell D., 2006, IMPOSSIBLE BODIES IM.}},
Number-of-Cited-References = {{59}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Int. J. Res. Method Educ.}},
Doc-Delivery-Number = {{DK5XZ}},
Unique-ID = {{ISI:000374995800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000374924600005,
Author = {Mintz, Susannah},
Title = {{Mindful Skin: Disability and the Ethics of Touch in Life Writing}},
Journal = {{LIFE WRITING}},
Year = {{2016}},
Volume = {{13}},
Number = {{1, SI}},
Pages = {{47-62}},
Abstract = {{This essay theorises skin as a potential meeting point of Buddhist
   mindfulness, disability activism, and an ethics of care. The
   phenomenological turn in disability studies has redirected attention
   from social conditions to the materiality of the body, restoring
   discussions of pain, sexuality, and caregiving to disability praxis. Yet
   metaphors of health continue to suffuse philosophical work on moral
   agency and touch, and explanations of mindfulness tend similarly to
   assume a non-disabled physicality in their discussions of mind-body
   interaction. At the same time, little of the work on touch in the
   context of disability and pain focuses on the precise moment of contact
   between subjects. How, then, do we think and write about the symbolic
   import, and the psychotherapeutic value, of skin touching skin?
   Mindfulness practice begins with the belief that skin mediates between
   bodily and emotional states. If we take seriously the kind of
   skin-to-skin connection that might occur in instances where someone is
   in pain or has a disability, we might arrive at a more nuanced and
   sustainable notion of embodiment as the site of emotion, intelligence,
   and change. This in turn might foster ways of understanding ourselves as
   interdependent and corporeal beings, introducing the intensities and
   transformative potential of physical touch to the ways in which we
   conceptualise subjectivity.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mintz, S (Reprint Author), Skidmore Coll, Dept English, Saratoga Springs, NY 12866 USA.
   Mintz, Susannah, Skidmore Coll, Dept English, Saratoga Springs, NY 12866 USA.}},
DOI = {{10.1080/14484528.2016.1132916}},
ISSN = {{1448-4528}},
EISSN = {{1751-2964}},
Keywords = {{Disability studies; skin; Buddhism; mindfulness; touch; phenomenological
   theories of disability; embodiment; relationality; moral agency;
   mind-body theory}},
Keywords-Plus = {{PAIN}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{smintz@nycap.rr.com}},
Cited-References = {{Anderson Frances Sommer, 1998, RELATIONAL PERSPECTI, P287.
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   Balamuth Ron, 1998, RELATIONAL PERSPECTI, P263.
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   Watermeyer B., 2013, CONTEXTUAL PSYCHOL D.}},
Number-of-Cited-References = {{30}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Life Writ.}},
Doc-Delivery-Number = {{DK4XW}},
Unique-ID = {{ISI:000374924600005}},
DA = {{2020-03-18}},
}

@article{ ISI:000374924600007,
Author = {Torrell, Margaret Rose},
Title = {{Interactions: Disability, Trauma, and the Autobiography}},
Journal = {{LIFE WRITING}},
Year = {{2016}},
Volume = {{13}},
Number = {{1, SI}},
Pages = {{87-103}},
Abstract = {{This article responds to several calls to consider the ways disability
   studies and trauma studies might work synergistically with each other.
   Using a reading of Kenny Fries's 1997 memoir Body, Remember, I identify
   the socio-political tendency to devalue a disabled life when it is
   associated with trauma, pain, and loss as a main obstacle to connecting
   the two fields, and argue for the importance of studying stories in
   which disability, trauma, pain, and loss are present in order to locate
   models that counteract such a bias. The genre of life writing gives
   authors significant control over the construction of their images and is
   therefore a particularly potent venue for integrating the alternate
   constructions of trauma survivorship and disability into a single
   identity. Fries's memoir insists upon the interrelationship of the
   seemingly fraught alignments of disability and trauma so that they
   co-exist, even intertwine, as composites of his narrative and identity.
   In asserting their interconnectedness, Fries challenges assumptions
   about the devaluation of disabled lives that involve trauma, pain, and
   loss. His memoir suggests the necessity and benefits of the intersection
   of disability studies and trauma theory.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Torrell, MR (Reprint Author), SUNY Coll Old Westbury, Dept English, Old Westbury, NY 11568 USA.
   Torrell, Margaret Rose, SUNY Coll Old Westbury, Dept English, Old Westbury, NY 11568 USA.}},
DOI = {{10.1080/14484528.2016.1129572}},
ISSN = {{1448-4528}},
EISSN = {{1751-2964}},
Keywords = {{Disability; trauma; Kenny Fries; intersectionality}},
Keywords-Plus = {{STORY}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{torrellm@oldwestbury.edu}},
Cited-References = {{Balaev Michelle, 2014, CONT APPROACHES LIT, P1, DOI DOI 10.1057/9781137365941.
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   Thomas Couser G., 2009, SIGNIFYING BODIES DI.}},
Number-of-Cited-References = {{25}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Life Writ.}},
Doc-Delivery-Number = {{DK4XW}},
Unique-ID = {{ISI:000374924600007}},
DA = {{2020-03-18}},
}

@article{ ISI:000373837000003,
Author = {Girli, Alev and Sari, Hatice Yildirim and Kirkim, Gunay and Narin,
   Selnur},
Title = {{University students' attitudes towards disability and their views on
   discrimination}},
Journal = {{INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES}},
Year = {{2016}},
Volume = {{62}},
Number = {{2}},
Pages = {{98-107}},
Abstract = {{Objectives: The aim of this study is to investigate the attitudes
   displayed by students without disabilities studying in Dokuz Eylul
   University towards people with disabilities, and their perceptions and
   observations regarding the types of discrimination faced by students
   with disabilities.
   Methods: The study was conducted with 1766 students attending faculty of
   education and faculty of health. The study data were collected using the
   `Attitudes Towards Disabled Persons' (ATDP) Scale and a questionnaire
   prepared using the `discrimination based on disability'.
   Results: Of the students, 62.6\% agreed with the statement `In Turkey,
   people with disabilities are discriminated against more than other
   members of society.' Approximately 50\% of the students participating in
   this study believed that discrimination against people with disabilities
   in Turkey at present was less than it was 10 years ago. The majority of
   the students were not knowledgeable about ` legislative regulations
   regarding people with disabilities and did not know that
   ``Discrimination against people with disabilities is a crime under the
   Turkish Penal Code.''' The students obtained moderate scores on the
   ATDP. Male students, low-income students, and students from villages
   achieved higher scores in terms of their attitudes towards disability
   than did the others.
   Conclusion: Although the majority of the participants acknowledged the
   existence of discrimination against people with disabilities, they
   thought that other types of discrimination were more common.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Girli, A (Reprint Author), Dokuz Eylul Univ, Fac Educ, Izmir, Turkey.
   Girli, Alev, Dokuz Eylul Univ, Fac Educ, Izmir, Turkey.
   Sari, Hatice Yildirim, Izmir Katip Celebi Univ, Fac Hlth Sci, Izmir, Turkey.
   Kirkim, Gunay, Dokuz Eylul Univ, Fac Med, Dept Audiol, Izmir, Turkey.
   Narin, Selnur, Dokuz Eylul Univ, Sch Phys Therapy \& Rehabil, Izmir, Turkey.}},
DOI = {{10.1179/2047387715Y.0000000008}},
ISSN = {{2047-3869}},
EISSN = {{2047-3877}},
Keywords = {{disability; discrimination; disability and discrimination; attitudes and
   disability; students and disability}},
Keywords-Plus = {{INTELLECTUAL DISABILITY; PUBLIC-ATTITUDES; PEOPLE; AWARENESS}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{alevgirli@gmail.com}},
Cited-References = {{Akbulut S., 2012, MULTIDIMENSIONAL APP, P149.
   Altiparmak S., 2010, YENI TIP DERGISI, V27, P80.
   Altiparmak S, 2012, ANADOLU PSIKIYATR DE, V13, P110.
   Antonak RF, 2000, DISABIL REHABIL, V22, P211.
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   McCaughey TJ, 2005, REHABIL COUNS BULL, V48, P89, DOI 10.1177/00343552050480020301.
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   Ozyurek M., 2006, ENGELLILERE YONELIK.
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   Wong DKP, 2008, RES DEV DISABIL, V29, P70, DOI 10.1016/j.ridd.2006.11.002.}},
Number-of-Cited-References = {{31}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{25}},
Journal-ISO = {{Int. J. Dev. Disabil.}},
Doc-Delivery-Number = {{DI9QH}},
Unique-ID = {{ISI:000373837000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000373227100004,
Author = {Feldman, Rebecca and Carter, Erik W. and Asmus, Jennifer and Brock,
   Matthew E.},
Title = {{Presence, Proximity, and Peer Interactions of Adolescents With Severe
   Disabilities in General Education Classrooms}},
Journal = {{EXCEPTIONAL CHILDREN}},
Year = {{2016}},
Volume = {{82}},
Number = {{2}},
Pages = {{192-208}},
Month = {{JAN}},
Abstract = {{The authors conducted 324 full-class-length observations of 108 high
   school students with severe disabilities in general education classes,
   focusing analyses on how often students were present during class and in
   proximity to peers without disabilities. Students were not present for a
   substantial proportion of the classes in which they were enrolled, and
   they were infrequently in proximity to classmates without disabilities
   when they were present. Observations of a comparison group of peers
   without disabilities enrolled in these same classrooms suggest missed
   social opportunities for students with severe disabilities. We also
   found that primary disability category (i.e., autism spectrum disorder,
   intellectual disability) and type of class (i.e., academic, other) were
   associated with different patterns of presence and proximity.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Carter, EW (Reprint Author), Vanderbilt Univ, Peabody Coll, Dept Special Educ, PMB 228, Nashville, TN 37203 USA.
   Feldman, Rebecca; Carter, Erik W.; Brock, Matthew E., Vanderbilt Univ, Nashville, TN USA.
   Asmus, Jennifer, Univ Wisconsin Madison, Madison, WI USA.}},
DOI = {{10.1177/0014402915585481}},
ISSN = {{0014-4029}},
EISSN = {{2163-5560}},
Keywords-Plus = {{INTELLECTUAL DISABILITIES; INCLUSIVE CLASSROOMS; STUDENTS}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{erik.carter@vanderbilt.edu}},
ORCID-Numbers = {{Carter, Erik/0000-0001-7153-2782}},
Cited-References = {{Carter E. W, 2014, EQUITY FULL PARTICIP, P197.
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   Yu J., 2009, SECONDARY SCH EXPERI.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{33}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{31}},
Journal-ISO = {{Except. Child.}},
Doc-Delivery-Number = {{DI0ZZ}},
Unique-ID = {{ISI:000373227100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000370769000018,
Author = {Smith, Penny and Ooms, Ann and Marks-Maran, Di},
Title = {{Active involvement of learning disabilities service users in the
   development and delivery of a teaching session to pre-registration
   nurses: Students' perspectives}},
Journal = {{NURSE EDUCATION IN PRACTICE}},
Year = {{2016}},
Volume = {{16}},
Number = {{1}},
Pages = {{111-118}},
Month = {{JAN}},
Abstract = {{A teaching session about service users' experiences of accessing and
   receiving health and social care was designed and delivered by service
   users to first year BSc Nursing students. The aim was to enhance
   students' knowledge, skills and confidence in caring for people with a
   learning disability. An evaluation research study was undertaking at one
   university in London into the perceived effectiveness of the teaching
   session, including students' perceptions of the extent to which the
   service users' teaching session was useful, the impact of the session,
   its benefits and challenges and the sustainability of teaching sessions
   delivered by service users. Data were collected through an online
   questionnaire. Quantitative analysis was undertaken of Likert-style
   questions and qualitative analysis was undertaken using the Framework
   Method. The session impacted on students' knowledge and understanding of
   people with a learning disability. Students reported that they felt more
   comfortable and confident interacting with people with a learning
   disability. In addition, they reflected on their feelings about caring
   for people with a learning disability. (C) 2015 Elsevier Ltd. All rights
   reserved.}},
Publisher = {{ELSEVIER SCI LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Smith, P (Reprint Author), Univ Kingston, Fac Hlth Social Care \& Educ, Kingston Hill Campus,Sir Frank Lampl Bldg, Kingston Upon Thames KT2 7LB, Surrey, England.
   Smith, Penny, Univ Kingston, Fac Hlth Social Care \& Educ, Kingston Hill Campus,Sir Frank Lampl Bldg, Kingston Upon Thames KT2 7LB, Surrey, England.
   St Georges Univ London, Kingston Hill Campus,Sir Frank Lampl Bldg, Kingston Upon Thames KT2 7LB, Surrey, England.}},
DOI = {{10.1016/j.nepr.2015.09.010}},
ISSN = {{1471-5953}},
Keywords = {{Service users; Learning disability; Teaching and learning;
   Pre-registration}},
Keywords-Plus = {{SOCIAL-WORK EDUCATION; CARER INVOLVEMENT; HEALTH; PERCEPTIONS; EXPERTS}},
Research-Areas = {{Nursing}},
Web-of-Science-Categories  = {{Nursing}},
Author-Email = {{Penelope.smith@sgul.kingston.ac.uk
   a.ooms@sgul.kingston.ac.uk
   d.marks-maran@sgul.kingston.ac.uk}},
ORCID-Numbers = {{Ooms, Ann/0000-0002-5217-1907}},
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Number-of-Cited-References = {{53}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Nurse Educ. Pract.}},
Doc-Delivery-Number = {{DE6UL}},
Unique-ID = {{ISI:000370769000018}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000369594100014,
Author = {Shook, John R. and Giordano, James},
Title = {{Neuroethics beyond Normal Performance Enablement and Self-Transformative
   Technologies}},
Journal = {{CAMBRIDGE QUARTERLY OF HEALTHCARE ETHICS}},
Year = {{2016}},
Volume = {{25}},
Number = {{1}},
Pages = {{120-139}},
Month = {{JAN}},
Abstract = {{An integrated and principled neuroethics offers ethical guidelines able
   to transcend conventional and medical reliance on normality standards.
   Elsewhere we have proposed four principles for wise guidance on human
   transformations. Principles like these are already urgently needed, as
   bio- and cyberenhancements are rapidly emerging. Context matters.
   Neither ``treatments{''} nor ``enhancements{''} are objectively
   identifiable apart from performance expectations, social contexts, and
   civic orders. Lessons learned from disability studies about enablement
   and inclusion suggest a fresh way to categorize modifications to the
   body and its performance. The term ``enhancement{''} should be broken
   apart to permit recognition of enablements and augmentations, and kinds
   of radical augmentation for specialized performance. Augmentations
   affecting the self, self-worth, and self-identity of persons require
   heightened ethical scrutiny. Reversibility becomes the core problem, not
   the easy answer, as augmented persons may not cooperate with either
   decommissioning or displacement into unaccommodating societies. We
   conclude by indicating how our four principles of self-creativity,
   nonobsolescence, empowerment, and citizenship establish a neuroethics
   beyond normal that is better prepared for a future in which humans and
   their societies are going so far beyond normal.}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Shook, JR (Reprint Author), SUNY Buffalo, Philosophy, New York, NY USA.
   Shook, JR (Reprint Author), SUNY Buffalo, Sci Educ, New York, NY USA.
   Shook, John R., SUNY Buffalo, Philosophy, New York, NY USA.
   Shook, John R., SUNY Buffalo, Sci Educ, New York, NY USA.
   Giordano, James, Georgetown Univ, Pellegrino Ctr Clin Bioeth, Neuroeth Studies Program, Washington, DC USA.
   Giordano, James, Georgetown Univ, Dept Neurol, Washington, DC USA.
   Giordano, James, Georgetown Univ, Grad Liberal Studies Program, Washington, DC USA.}},
DOI = {{10.1017/S0963180115000377}},
ISSN = {{0963-1801}},
EISSN = {{1469-2147}},
Keywords = {{neuroethics; principles of ethics; bioenhancement; performance;
   enablement; self-identity; autonomy}},
Keywords-Plus = {{ENHANCEMENT TECHNOLOGIES; BRAIN-STIMULATION; DISABILITY; TRANSHUMANISM;
   ETHICS; REHABILITATION; AUTONOMY; PROMISES; LEGAL}},
Research-Areas = {{Health Care Sciences \& Services; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; Health Policy \& Services; Social
   Sciences, Biomedical}},
ResearcherID-Numbers = {{Shook, John/AAF-7205-2020}},
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Number-of-Cited-References = {{113}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{26}},
Journal-ISO = {{Camb. Q. Healthc. Ethics}},
Doc-Delivery-Number = {{DD0EV}},
Unique-ID = {{ISI:000369594100014}},
DA = {{2020-03-18}},
}

@article{ ISI:000369962900036,
Author = {Cosier, Meghan and Pearson, Holly},
Title = {{Can We Talk? The Underdeveloped Dialogue Between Teacher Education and
   Disability Studies}},
Journal = {{SAGE OPEN}},
Year = {{2016}},
Volume = {{6}},
Number = {{1}},
Month = {{JAN-MAR}},
Abstract = {{Despite the possibility for mutual benefit, it seems that the fields of
   Disability Studies (DS) and teacher education have not communicated and
   collaborated in deep and meaningful ways. This exploratory study
   utilized an e-survey of 32 teacher education faculty members in the
   state of California to investigate how, if at all, teacher educators
   were utilizing DS in their curriculum. Results suggested that some
   teacher educators confuse DS with special education or rehabilitation.
   Furthermore, many teacher educators in general education teacher
   preparation programs indicated that disability issues were only covered
   in one course. The results of this study suggest the need for further
   meaningful collaboration and communication between the fields of DS and
   teacher education.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cosier, M (Reprint Author), Trinity Washington Univ, Sch Educ, 125 Michigan Ave NE, Washington, DC 20017 USA.
   Cosier, Meghan, Trinity Washington Univ, Washington, DC 20017 USA.
   Pearson, Holly, Chapman Univ, Orange, CA USA.}},
DOI = {{10.1177/2158244015626766}},
Article-Number = {{UNSP 2158244015626766}},
ISSN = {{2158-2440}},
Keywords = {{Disability Studies; teacher education; higher education; teacher
   preparation}},
Keywords-Plus = {{DIFFERENCE; CHALLENGE}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{mecosier@gmail.com}},
Cited-References = {{American Educational Research Association Disability Studies in Education Special Interest Group, 2007, MISS STAT PURP.
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   Baglieri S., 2012, DISABILITY STUDIES I.
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   Young K. S., 2011, TEACHER ED Q, V38, P7.}},
Number-of-Cited-References = {{36}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{SAGE Open}},
Doc-Delivery-Number = {{DD5KP}},
Unique-ID = {{ISI:000369962900036}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000369626300003,
Author = {Doat, David},
Title = {{Disability, compassion and care: The prehistoric and controversial
   grounds of a long-standing issue}},
Journal = {{ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2016}},
Volume = {{10}},
Number = {{1}},
Pages = {{10-23}},
Month = {{JAN-MAR}},
Abstract = {{Over the end of the last century, an increasing number of
   paleopathological reports pretend to present clues in favor of the
   existence of caring and ``compassionate{''} behaviors toward disabled
   individuals in prehistoric human societies. Despite the arguments put
   forward by paleopathologists, this claim raises important questions, not
   only within the sciences of prehistory but also from the field of the
   disability studies wherein the notion of ``compassion{''} has been
   extensively criticized. After a short introduction to paleopathology and
   to two case studies considered as major references in the scientific
   literature, this article outlines the main issues which are at stake in
   the debate that originates in conflicting interpretations with regard to
   empiric data in the paleopathological literature from 1970 to nowadays.
   (C) 2015 Association ALTER. Published by Elsevier Masson SAS. All rights
   reserved.}},
Publisher = {{ELSEVIER MASSON}},
Address = {{VIA PALEOCAPA 7, 20121 MILANO, ITALY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Doat, D (Reprint Author), Univ Catholique Lille, Ctr Eth Med, Dept Eth \& Philosophie, 60 Blvd Vauban, F-59800 Lille, France.
   Doat, D (Reprint Author), Univ Namur, Ctr Etud Sci \& Philosophie, Namur, Belgium.
   Doat, D (Reprint Author), Reseau Handicaps \& Soc, F-75013 Paris, France.
   Doat, David, Univ Catholique Lille, Ctr Eth Med, Dept Eth \& Philosophie, 60 Blvd Vauban, F-59800 Lille, France.
   Doat, David, Univ Namur, Ctr Etud Sci \& Philosophie, Namur, Belgium.
   Doat, David, Reseau Handicaps \& Soc, F-75013 Paris, France.}},
DOI = {{10.1016/j.alter.2015.01.001}},
ISSN = {{1875-0672}},
EISSN = {{1875-0680}},
Keywords = {{Prehistory; Paleopathology; Disability; Compassion; Care; Critique}},
Keywords-Plus = {{PALEOPATHOLOGY; BEHAVIOR; TRAUMA}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{david.doat@ict.fille.fr}},
Cited-References = {{Anderson T, 2002, INT J OSTEOARCHAEOL, V12, P220, DOI 10.1002/oa.599.
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   Tilley L., 2013, THESIS AUSTR NATL U.
   Tilley L, 2014, INT J PALEOPATHOL, V6, P5, DOI 10.1016/j.ijpp.2014.01.003.
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   Vilos J. D., 2011, THESIS U NEVADA LAS.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{15}},
Journal-ISO = {{Alter}},
Doc-Delivery-Number = {{DD0RE}},
Unique-ID = {{ISI:000369626300003}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000369181400006,
Author = {Solevag, Anna Rebecca},
Title = {{No Nuts? No Problem! Disability, Stigma, and the Baptized Eunuch in Acts
   8:26-40}},
Journal = {{BIBLICAL INTERPRETATION-A JOURNAL OF CONTEMPORARY APPROACHES}},
Year = {{2016}},
Volume = {{24}},
Number = {{1}},
Pages = {{81-99}},
Abstract = {{This article applies a ``crip reading{''} to the story of the Ethiopian
   eunuch in Acts 8: 26-40. First, insights from disability studies theory
   and crip theory are used as a hermeneutical lens to scrutinize the
   socially constructed meanings of the eunuch's bodily ``stigma.{''} The
   eunuch, it is argued, is a disabled - a crip - character because his
   body is marked and he does not display the culturally valued ability to
   procreate. Second, this article shows how the meaning of bodily signs of
   castration and circumcision change from the Hebrew Bible to Acts and
   suggests that the story of the Ethiopian eunuch holds a special place in
   Luke's renegotiation of bodily signs. Finally, this article explores the
   destabilizing potential of the story and argues that a crip Christ who
   defies both norms of masculinity and norms of ability emerges from the
   eunuch's reading of Isaiah 53.}},
Publisher = {{BRILL ACADEMIC PUBLISHERS}},
Address = {{PLANTIJNSTRAAT 2, P O BOX 9000, 2300 PA LEIDEN, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Solevag, AR (Reprint Author), VID Specialized Univ, Bergen, Norway.
   Solevag, Anna Rebecca, VID Specialized Univ, Bergen, Norway.}},
DOI = {{10.1163/15685152-00241p06}},
ISSN = {{0927-2569}},
EISSN = {{1568-5152}},
Keywords = {{Acts; disability; crip; eunuch; castration; circumcision; baptism}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{anna.rebecca.solevag@vid.no}},
Cited-References = {{Abusch Raanan, 2003, COVENANT CIRCUMCISIO, P75.
   {[}Anonymous], ACTS, V2, P38.
   Avalos H., 1999, HLTH CARE RISE CHRIS.
   Avalos Hector, 2007, THIS ABLED BODY RETH, P1.
   Betcher Sharon, 2013, MIRACLES REVISITED N, P161.
   {*}BIBLE, {[}No title captured], V53.
   Burke Sean D., 2011, BIBLE TROUBLE QUEER, P175.
   Burke Sean D., 2013, QUEERING ETHIOPIAN E, P22.
   Davis Lennard J., 2002, BENDING BACKWARDS DI, P38.
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   Eusebius of Caesarea, 1965, HIST CHURCH CHRIST C, P247.
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   Hester JD, 2005, SCRIPTURA, V90, P809.
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   Johnson Luke Timothy, 1992, ACTS APOSTLES, V5, P155.
   Kartzow MB, 2010, RELIG THEOL, V17, P184, DOI 10.1163/157430110X597827.
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   Magie David, 1932, LOEB CLASSICAL LIB, V23.
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   Okland Jorunn, 2004, JSNTSUP, P40.
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   Williams Gareth, 2001, HDB DISABILITY STUDI, P124.
   Yong Amos., 2011, BIBLE DISABILITY CHU.}},
Number-of-Cited-References = {{56}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Biblic. Interpret.}},
Doc-Delivery-Number = {{DC4HK}},
Unique-ID = {{ISI:000369181400006}},
DA = {{2020-03-18}},
}

@article{ ISI:000366653700004,
Author = {Scherer, Heidi L. and Snyder, Jamie A. and Fisher, Bonnie S.},
Title = {{Intimate Partner Victimization Among College Students With and Without
   Disabilities: Prevalence of and Relationship to Emotional Well-Being}},
Journal = {{JOURNAL OF INTERPERSONAL VIOLENCE}},
Year = {{2016}},
Volume = {{31}},
Number = {{1}},
Pages = {{49-80}},
Month = {{JAN}},
Abstract = {{Prior research indicates that both college students and individuals with
   disabilities are at an increased risk of experiencing intimate partner
   victimization (IPV). However, little is known about IPV risk and its
   relationship to emotional well-being among the intersection of these two
   populations. Utilizing a sample of approximately 20,000 college students
   from the American College Health Association's (ACHA) National College
   Health Assessment II (NCHA II), this study focuses on this overlooked
   intersection by examining IPV among college students with disabilities.
   Multivariate binary logistic regression models were used to estimate the
   relationship among disability, IPV, and emotional well-being. College
   students with disabilities were approximately twice as likely to
   experience IPV than their counterparts without disabilities. Students
   with mental disabilities and multiple disability types were found to
   have the greatest likelihood of experiencing IPV. Victims with
   disabilities were more likely than victims without disabilities to
   report experiencing depression symptoms, self-harm behavior, and stress.
   Recommendations for reducing and preventing IPV among a college student
   population are discussed.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Scherer, HL (Reprint Author), Kennesaw State Univ, Dept Sociol \& Criminal Justice, 402 Bartow Ave NW,MD 2204, Kennesaw, GA 30144 USA.
   Scherer, Heidi L., Kennesaw State Univ, Dept Sociol \& Criminal Justice, Kennesaw, GA 30144 USA.
   Snyder, Jamie A., Univ W Florida, Sch Justice Studies \& Social Work, Pensacola, FL 32514 USA.
   Fisher, Bonnie S., Univ Cincinnati, Sch Criminal Justice, Cincinnati, OH 45221 USA.}},
DOI = {{10.1177/0886260514555126}},
ISSN = {{0886-2605}},
EISSN = {{1552-6518}},
Keywords = {{disability; college students; intimate partner victimization}},
Keywords-Plus = {{MENTAL-HEALTH; DATING VIOLENCE; SEXUAL ASSAULT; WOMEN; RISK; ABUSE;
   OUTCOMES; INJURY; GENDER; ADHD}},
Research-Areas = {{Criminology \& Penology; Family Studies; Psychology}},
Web-of-Science-Categories  = {{Criminology \& Penology; Family Studies; Psychology, Applied}},
Author-Email = {{hscherer@kennesaw.edu}},
Cited-References = {{Amar AF, 2005, NURS RES, V54, P235.
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   Casteel C, 2008, INJURY PREV, V14, P87, DOI 10.1136/ip.2007.016451.
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   Graves KN, 2005, PSYCHOL WOMEN QUART, V29, P278, DOI 10.1111/j.1471-6402.2005.00222.x.
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   Krebs CP, 2009, VIOLENCE VICTIMS, V24, P302, DOI 10.1891/0886-6708.24.3.302.
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   Neufeld J, 1999, J INTERPERS VIOLENCE, V14, P125, DOI 10.1177/088626099014002002.
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   Wolf LE, 2001, ANN NY ACAD SCI, V931, P385.}},
Number-of-Cited-References = {{41}},
Times-Cited = {{19}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{20}},
Journal-ISO = {{J. Interpers. Violence}},
Doc-Delivery-Number = {{CY8JD}},
Unique-ID = {{ISI:000366653700004}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000389036200024,
Author = {Ibrahim, M. and Prasad, P. W. C. and Alsadoon, Abeer and Pham, L.},
Book-Group-Author = {{IEEE}},
Title = {{Synchronous virtual classroom for student with ADHD disorder}},
Booktitle = {{2016 13TH INTERNATIONAL JOINT CONFERENCE ON COMPUTER SCIENCE AND
   SOFTWARE ENGINEERING (JCSSE)}},
Series = {{International Joint Conference on Computer Science and Software
   Engineering}},
Year = {{2016}},
Pages = {{133-138}},
Note = {{13th International Joint Conference on Computer Science and Software
   Engineering (JCSSE), Khon Kaen, THAILAND, JUL 13-15, 2016}},
Abstract = {{This paper focuses on the ADHD disorders of students between 6-18 years
   old; the aim of this study is to find out what has been done with
   advanced technology for students with ADHD. Providing education for
   Students with learning disabilities is a significant challenge, as these
   types of students need special learning tools.
   Attention-deficit/hyperactivity disorder (ADHD) is a common type of
   disorder which causes learning difficulty and disability. Students with
   this kind of disorder usually have a limited span of attention, and they
   are easily distracted. In addition to the possibility of using advanced
   learning tools for enhancing teaching processes for students with ADHD,
   this paper evaluates current learning management systems (LMS) that are
   used in schools and investigates what should be modified in the current
   (LMS) to make them more helpful for students with ADHD. Research shows
   that students with ADHD can significantly benefit from the application
   of ICT tools for academic purposes. Advanced technologies can be used to
   improve the teaching process for these students through virtual
   learning; adding a virtual classroom at schools would be very helpful
   for these kinds of students especially if this classroom is designed
   well.}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Ibrahim, M (Reprint Author), Charles Sturt Univ, Sch Comp \& Math, Sydney, NSW, Australia.
   Ibrahim, M.; Prasad, P. W. C.; Alsadoon, Abeer; Pham, L., Charles Sturt Univ, Sch Comp \& Math, Sydney, NSW, Australia.}},
ISSN = {{2372-1642}},
ISBN = {{978-1-5090-2033-1}},
Keywords = {{learning management systems (LMS); attention deficit hyperactivity
   disorder (ADHD); virtual classroom; ICT}},
Research-Areas = {{Computer Science}},
Web-of-Science-Categories  = {{Computer Science, Artificial Intelligence; Computer Science, Software
   Engineering}},
Cited-References = {{Ab Aziz K, 2012, PROCEDIA ENGINEER, V41, P333, DOI 10.1016/j.proeng.2012.07.181.
   {[}Anonymous], 2013, DIAGNOSTIC STAT MANU.
   Bath D., 2010, GETTING STARTED BLEN.
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   Stanberry K., 2009, ADDITUDE MAGAZINE.
   Willcutt E, 2012, NEUROTHERAPEUTICS, V9, P490, DOI 10.1007/s13311-012-0135-8.}},
Number-of-Cited-References = {{13}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Doc-Delivery-Number = {{BG4PM}},
Unique-ID = {{ISI:000389036200024}},
DA = {{2020-03-18}},
}

@article{ ISI:000439244900002,
Author = {Liu, Jen-peng},
Title = {{Rereading Lu Xun's ``Diary of a Madman{''} and Its Madman from a
   Disability Studies Perspective}},
Journal = {{CHUNG WAI LITERARY QUARTERLY}},
Year = {{2016}},
Volume = {{45}},
Number = {{2}},
Pages = {{13-54}},
Abstract = {{Focusing on the representational politics of insanity, this paper
   rereads Lu Xun's (1881-1936) ``Diary of a Madman{''} (1918) and its
   madman protagonist in light of emerging insights and perspectives from
   Disability Studies. Drawing on his state of the art medical knowledge,
   Lu Xun presents his madman protagonist as diagnosed with ``persecutory
   delusion.{''} In this paper, I juxtapose Lu Xun's story with other
   contemporary materials, such as newspapers and memoirs, which on the
   contrary present a more nuanced traditional attitude toward the madman
   as familiar neighborhood type. This paper analyses how the fictional
   narrative devises a framework for non-insane readers to read madness as
   metaphor and seek a symbolic significance unrelated to actual madness
   while ignoring the social exclusion and stigma of mental illness already
   depicted in great detail in the narrative.
   I demonstrate how the madman in ``Diary of a Madman{''} has been
   identified, symbolized, metaphorized and ``realized{''} during the
   ongoing processes of writing and reading. I also analyze how the
   fictional madman as a ``patient{''} diagnosed according to western
   medical categories and treated by Chinese doctors has experienced ``the
   labors of representation{''} and taken on excessive meanings, both in
   the fiction itself and in the readings thereafter. I argue that, as the
   modern literary device criticizes a traditional Chinese moral violence
   (depicted as ``eating people{''}) via a realistic madman who also
   functions symbolically, the actual violence toward the madman was eaten
   by modern literature as part of its ``realistic{''} modernity.}},
Publisher = {{NATL TAIWAN UNIV PRESS}},
Address = {{NO 1 SECTION 4, ROOSEVELT RD, TAIPEI, 106, TAIWAN}},
Type = {{Article}},
Language = {{Chinese}},
Affiliation = {{Liu, JP (Reprint Author), Natl Tsing Hua Univ, Dept Chinese Literature, Hsinchu, Taiwan.
   Liu, Jen-peng, Natl Tsing Hua Univ, Dept Chinese Literature, Hsinchu, Taiwan.}},
DOI = {{10.6637/CWLQ.2016.45(2).13-54}},
ISSN = {{0303-0849}},
Keywords = {{``Diary of a Madman{''}; Madness; Disability Studies}},
Research-Areas = {{Asian Studies; Literature}},
Web-of-Science-Categories  = {{Asian Studies; Literature}},
Cited-References = {{Berry Michael, 2008, HIST PAIN TRAUMA MOD.
   Clare Eli, 2015, EXILE PRIDE DISABILI.
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   Hosey Sara, 2013, TEACHING AM LIT J TH, V6, P23.
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   TAMBLING J, 2007, {[}No title captured].
   Trotter D., 2001, PARANOID MODERNISM L.}},
Number-of-Cited-References = {{13}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Chung Wai Lit. Q.}},
Doc-Delivery-Number = {{VE3YJ}},
Unique-ID = {{ISI:000439244900002}},
DA = {{2020-03-18}},
}

@article{ ISI:000381877400007,
Author = {Madureira, Sofia and Verdelho, Ana and Moleiro, Carla and Santos,
   Catarina and Scheltens, Philip and Gouw, Alida and Ferro, Jose},
Title = {{White Matter Changes and Cognitive Decline in a Ten-Year Follow-Up
   Period: A Pilot Study on a Single-Center Cohort from the Leukoaraiosis
   and Disability Study}},
Journal = {{DEMENTIA AND GERIATRIC COGNITIVE DISORDERS}},
Year = {{2016}},
Volume = {{41}},
Number = {{5-6}},
Pages = {{303-313}},
Abstract = {{Aims: To describe the contribution of white matter lesions to the
   long-term neuropsychological profiles of different groups of clinical
   diagnoses, and to identify neuropsychological predictors of cognitive
   impairment in a 10-year follow-up. Methods: The Lisbon subcohort of the
   Leukoaraiosis and Disability (LADIS) study was re-evaluated performing a
   clinical, functional and cognitive evaluation {[}including Mini-Mental
   State Examination (MMSE), Alzheimer's Disease Assessment Scale
   -Cognition (ADAS-Cog) and ADAS-Cog with the extension for vascular
   impairment (VADAS-Cog), the 9-word version of the California Verbal
   Learning Test (CVLT-9), the Trail-Making test and the Stroop test] as
   well as an MRI scan. Using clinical diagnostic criteria, participants
   were identified as having no cognitive impairment (NI), cognitive
   impairment but no dementia (CIND) or dementia (DEM), and the effect of
   time on clinical diagnosis and neuropsychological profiles was analyzed.
   Results: From the initial group of 66 participants, 37 out of 41
   survivors (90\%) were re-evaluated (mean age 81.40 years, 57\% women).
   Fifteen patients (41\%) had DEM, 12 (32\%) CIND and 10 (27\%) NI. Over
   time, the three groups presented distinct profiles in the MMSE {[}F-2,F-
   62 = 15.85, p = 0.000], ADAS {[}F-2,F- 62 = 15.85, p = 0.000] and VADAS
   {[}F-2,F- 48 = 5.87, p = 0.008]. Logistic regression analysis identified
   higher scores on MMSE (beta = 1.14, p = 0.03, OR = 3.13, 95\% CI
   1.09-8.97) as predictors of NI after 10 years of follow-up. Conclusion:
   Higher scores on baseline MMSE were the only neuropsychological
   predictors of NI after 10 years. (C) 2016 S. Karger AG, Basel}},
Publisher = {{KARGER}},
Address = {{ALLSCHWILERSTRASSE 10, CH-4009 BASEL, SWITZERLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Madureira, S (Reprint Author), Hosp Santa Maria, Dept Neurosci, PT-1649035 Lisbon, Portugal.
   Madureira, Sofia; Verdelho, Ana; Santos, Catarina; Ferro, Jose, Univ Lisbon, Hosp Santa Maria, Dept Neurosci, Lisbon, Portugal.
   Moleiro, Carla, ISCTE, CIS IUL, Dept Psychol, Lisbon, Portugal.
   Scheltens, Philip; Gouw, Alida, Vrije Univ Amsterdam Med Ctr, Dept Neurol, Amsterdam, Netherlands.}},
DOI = {{10.1159/000447121}},
ISSN = {{1420-8008}},
EISSN = {{1421-9824}},
Keywords = {{Cognition; Neuropsychological predictors; White matter lesions; Dementia}},
Keywords-Plus = {{DISEASE ASSESSMENT SCALE; MINI-MENTAL-STATE; ALZHEIMERS-DISEASE;
   PATHOLOGICAL DIAGNOSIS; VASCULAR DEMENTIA; WORK GROUP; PROGRESSION;
   HYPERINTENSITIES; IMPAIRMENT; LESIONS}},
Research-Areas = {{Geriatrics \& Gerontology; Neurosciences \& Neurology; Psychiatry}},
Web-of-Science-Categories  = {{Geriatrics \& Gerontology; Clinical Neurology; Psychiatry}},
Author-Email = {{pmadureira@medicina.ulisboa.pt}},
ORCID-Numbers = {{Ferro, Jose/0000-0002-2343-9097
   Moleiro, Carla/0000-0001-6722-5472}},
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   Ylikoski R, 2007, DEMENT GERIATR COGN, V24, P73, DOI 10.1159/000103865.}},
Number-of-Cited-References = {{31}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Dement. Geriatr. Cogn. Disord.}},
Doc-Delivery-Number = {{DU0FM}},
Unique-ID = {{ISI:000381877400007}},
DA = {{2020-03-18}},
}

@article{ ISI:000374994300009,
Author = {Beresford, Peter and Russo, Jasna},
Title = {{Supporting the sustainability of Mad Studies and preventing its
   co-option}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{2}},
Pages = {{270-274}},
Abstract = {{Mad Studies is emerging as a new force in `mental health' discourse and
   developments. Given the way in which other would-be progressive
   developments associated with attempts to include experimental knowledge
   in this field, such as `recovery' and `peer support', have been
   subverted, this article considers whether it is possible for Mad Studies
   to avoid this. Drawing on developments in Disability Studies and in
   relation to the social model of disability, we explore what can be done
   in order to safeguard the distinctiveness of Mad Studies and foster its
   unique contribution.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Beresford, P (Reprint Author), Brunel Univ London, Coll Hlth \& Life Sci, Uxbridge, Middx, England.
   Beresford, Peter; Russo, Jasna, Brunel Univ London, Coll Hlth \& Life Sci, Uxbridge, Middx, England.}},
DOI = {{10.1080/09687599.2016.1145380}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Mad Studies; co-option; Disability Studies; sustainability; the social
   model of disability}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Peter.Beresford@brunel.ac.uk}},
ResearcherID-Numbers = {{Russo, Jasna/AAG-7563-2020
   }},
ORCID-Numbers = {{Beresford, Peter/0000-0001-6052-033X}},
Cited-References = {{Castrodale MA, 2015, SCAND J DISABIL RES, V17, P284, DOI 10.1080/15017419.2014.895415.
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   Russo J, 2015, DISABIL SOC, V30, P153, DOI 10.1080/09687599.2014.957925.
   Voronka J, 2015, THESIS U TORONTO.}},
Number-of-Cited-References = {{12}},
Times-Cited = {{16}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DK5XK}},
Unique-ID = {{ISI:000374994300009}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000378733600001,
Author = {Salkeld, Deborah Fenney},
Title = {{Sustainable lifestyles for all? Disability equality, sustainability and
   the limitations of current UK policy}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2016}},
Volume = {{31}},
Number = {{4}},
Pages = {{447-464}},
Abstract = {{In recent years, various environmental threats have been highlighted in
   relation to disability. Growing knowledge of the effects of climate
   change and particular impacts on disabled people have been highlighted
   by a number of authors, including a recent critique of disabled people's
   vulnerability' with respect to environmental hazard. This article
   focuses on the issue of citizen involvement with climate change
   mitigation - and more broadly individual and household-level efforts to
   reduce our impact on the environment. These more mundane aspects of
   climate change mitigation, for example through transitions to more
   sustainable lifestyles, also have significant implications for disabled
   people. The article argues that disability equality is a key component
   of sustainability. Limitations are demonstrated in policy designed to
   address these issues using the example of current UK policy, and it is
   suggested that policy approaches to sustainability should also be a
   concern of disability studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Salkeld, DF (Reprint Author), Univ Leeds, Sch Sociol \& Social Policy, Leeds, W Yorkshire, England.
   Salkeld, Deborah Fenney, Univ Leeds, Sch Sociol \& Social Policy, Leeds, W Yorkshire, England.}},
DOI = {{10.1080/09687599.2016.1182011}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Sustainability; disability equality; just sustainabilities; sustainable
   lifestyles; climate change}},
Keywords-Plus = {{SOCIAL SUSTAINABILITY; DISABLED PEOPLE}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{dfenney@gmail.com}},
Funding-Acknowledgement = {{ESRC 1+3 Quota Postgraduate Studentship {[}ES/I01778X/1]; Economic and
   Social Research CouncilEconomic \& Social Research Council (ESRC)
   {[}1013553]}},
Funding-Text = {{This work was supported by an ESRC 1+3 Quota Postgraduate Studentship
   {[}Award Ref No ES/I01778X/1].}},
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Number-of-Cited-References = {{74}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{DP8FN}},
Unique-ID = {{ISI:000378733600001}},
DA = {{2020-03-18}},
}

@article{ ISI:000447015500018,
Author = {Casper, Monica J.},
Title = {{But Is It Sociology?}},
Journal = {{ENGAGING SCIENCE TECHNOLOGY AND SOCIETY}},
Year = {{2016}},
Volume = {{2}},
Pages = {{208-213}},
Abstract = {{This essay explores issues of trandisciplinarity through an
   autobiographical lens. Specifically, the essay attends to tensions
   between the discipline of sociology and interdisciplinary science,
   knowledge, and technology studies, with an emphasis on differing
   epistemic cultures in each. The author suggests the promise of
   border-crossings outweighs the challenges, and advocates for a reflexive
   practice that names our intellectual and political commitments.
   Eschewing traditional notions of objectivity, the author calls for
   transdisciplinary and public engagement.}},
Publisher = {{SOC SOCIAL STUDIES SCIENCE}},
Address = {{DEPT SOCIOLOGY, ANTHROPOLOGY \& CRIMINAL JUSTICE UNIV WISCONSIN, RIVER
   FALLS, RIVER FALLS, WI 54022 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Casper, MJ (Reprint Author), Univ Arizona, Tucson, AZ 85721 USA.
   Casper, Monica J., Univ Arizona, Tucson, AZ 85721 USA.}},
DOI = {{10.17351/ests2016.44}},
ISSN = {{2413-8053}},
Keywords = {{animal studies; articulation work; boundary objects; Chicago School;
   critical body studies; disability studies; epistemic cultures;
   first-generation; medical sociology; objectivity; public sociology;
   reproduction; transdisciplinarity; trauma studies; women's health}},
Research-Areas = {{Social Issues}},
Web-of-Science-Categories  = {{Social Issues}},
Author-Email = {{mjcasper@email.arizona.edu}},
Cited-References = {{BECKER HS, 1967, SOC PROBL, V14, P239, DOI 10.1525/sp.1967.14.3.03a00010.
   Berger J., 1973, WAYS SEEING.
   Clarke AE, 1992, RIGHT TOOLS JOB WORK.
   HARAWAY D, 1988, FEMINIST STUD, V14, P575, DOI 10.2307/3178066.
   STAR SL, 1989, SOC STUD SCI, V19, P387, DOI 10.1177/030631289019003001.
   STRAUSS A, 1988, SOCIOL QUART, V29, P163, DOI 10.1111/j.1533-8525.1988.tb01249.x.}},
Number-of-Cited-References = {{6}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Engag. Sci. Technol. Soc.}},
Doc-Delivery-Number = {{VG4TC}},
Unique-ID = {{ISI:000447015500018}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000392736500019,
Author = {Bernardini, Maria Giulia},
Title = {{DUMB BODIES: FOR A CRITIQUE OF THE PREVAILING UNREPRESENTABILITY OF THE
   SUBJECT-DISABLED WOMAN IN FEMINIST THOUGHT}},
Journal = {{ETICA \& POLITICA}},
Year = {{2016}},
Volume = {{18}},
Number = {{3}},
Pages = {{297-309}},
Abstract = {{While known for its high critical impact, until very recently Feminist
   Theory has not really paid attention to individuals with disabilities in
   general, and to women with disabilities in particular. The paper aims at
   analysing some similarities and differences between the regimes of
   oppression experienced both by women and persons with disabilities, and
   at investigating the reasons that are likely to explain Feminism's
   silence about disability. Through the ``lenses{''} of the critical
   current known as Feminist Disability Studies (FDS), the paper examines
   the problems of justice related to the living experience of women with
   disabilities, arguing for the need to critically engage with FDS, in
   order to give public recognition to the existence of women with
   disabilities.}},
Publisher = {{UNIV STUDI TRIESTE, EDIZIONI UNIVERSITA TRIESTE-EUT}},
Address = {{VIA EDOARDO WEISS 21, TRIESTE, 34128, ITALY}},
Type = {{Article}},
Language = {{Italian}},
Affiliation = {{Bernardini, MG (Reprint Author), Univ Ferrara, Dipartimento Giurisprudenza, I-44100 Ferrara, Italy.
   Bernardini, Maria Giulia, Univ Ferrara, Dipartimento Giurisprudenza, I-44100 Ferrara, Italy.}},
ISSN = {{1825-5167}},
Keywords = {{Feminist Disability Studies; women with disabilities; critical theories;
   vulnerability}},
Keywords-Plus = {{WOMEN}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
Author-Email = {{brnmgl@unife.it}},
Cited-References = {{Adams R, 2001, FREAKS AM CULTURAL I.
   Adams Rachel, 2015, KEYWORDS DISABILITY.
   {[}Anonymous], 2015, HYPATIA, V30.
   Bernardini M. G., 2016, FILOSOFIA DIRITTO NU, P231.
   Bogdan Robert, 1988, FREAK SHOW PRESENTIN.
   Bogdan Robert, 2012, PICTURING DISABILITY.
   BUTLER Judith, 2013, VITE PRECARIE POTERI.
   CAMPBELL FA, 2001, GRIFFITH LAW REV, V10, P42.
   Carlson L., 2001, HYPATIA, V16, P124, DOI DOI 10.1111/J.1527-2001.2001.TB00756.X.
   Casadei T., 2015, DIRITTO QUESTIONI PU, V2, P63.
   Cavarero Adriana, 2013, INCLINAZIONI CRITICA.
   Davis B. Hillyer, 1984, FRONTIERS, VVIII, P1.
   De Cristofaro E., 2011, PRECURSORI STERMINIO.
   Fineman M.A., 2013, VULNERABILITY REFLEC.
   Garland-Thomson Rosemarie, 2002, NWSA J, V14, P1, DOI DOI 10.2979/NWS.2002.14.3.1.
   Hall K.Q., 2014, FEMINIST DISABILITY.
   HOCHE A, 1920, FREIGABE VERNICHTUNG.
   Kallianes V, 1997, DISABIL SOC, V12, P203, DOI 10.1080/09687599727335.
   Kristeva J., 2011, LORO SGUARDO BUCA NO, P26.
   Kuttay H., 2010, MATERNITY ROLLS PREG.
   Mackenzie C, 2014, VULNERABILITY NEW ES.
   McKay-Moffat S., 2007, DISABILITY PREGNANCY.
   MORRIS J, 1991, PRIDE PREJUDICE PERS.
   Mykitiuk R, 2011, CRITICAL PERSPECTIVES ON HUMAN RIGHTS AND DISABILITY LAW, P157.
   Nussbaum M. C., 2004, NASCONDERE UMANITA D.
   Rock PJ, 1996, DISABIL SOC, V11, P121, DOI 10.1080/09687599650023399.
   Shildrick M, 2009, DANGEROUS DISCOURSES OF DISABILITY, SUBJECTIVITY AND SEXUALITY, P1, DOI 10.1057/9780230244641.
   SILVERS A, 1998, BERKELEY WOMENS LAW, V13, P81.
   Spelman E. V., 1990, INESSENTIAL WOMAN.
   Stein Jillian T., 2010, SETON HALL LAW REV, V40, P1117.
   Stewart Susan, 1993, ON LONGING.
   Thomson R. Garland, 2011, HYPATIA, V26, p{[}591, 606].
   Thomson Rosemarie Garland, 1996, FREAKERY CULTURAL SP.
   Tilley E, 2012, DISABIL SOC, V27, P413, DOI 10.1080/09687599.2012.654991.
   TRENT JW, 1994, INVENTING FEEBLE MIN.
   Watson Nick, 2012, ROUTLEDGE HDB DISABI.
   Wendell S, 1989, Hypatia, V4, P104.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Etica Politica}},
Doc-Delivery-Number = {{EI8DV}},
Unique-ID = {{ISI:000392736500019}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000438665700002,
Author = {Greenberger, Lori},
Title = {{Faculty Attitudes toward Students with Disabilities at an Israeli
   Leading Technology Institute}},
Journal = {{LEARNING DISABILITIES-A MULTIDISCIPLINARY JOURNAL}},
Year = {{2016}},
Volume = {{21}},
Number = {{1}},
Pages = {{1-13}},
Abstract = {{This study examined faculty support of the inclusion of students with
   disabilities. The study was conducted in a leading institute of
   technology in Israel. Participants were 225 faculty members from
   different departments who were recruited using a campus-wide email
   announcement. Results revealed that a large majority of faculty members
   had teaching experience with students with all types of disabilities,
   mainly those with learning disabilities. The vast majority indicated
   willingness to provide a variety of accommodations and actually provided
   such accommodations. Almost all reported no training in the area of
   disabilities and the majority was not in contact with the Office of
   Support Services (OSS). Faculty expressed positive attitudes toward
   students with disabilities yet shared concerns especially regarding
   students with learning disabilities. Personal contact with individuals
   with disabilities, students with disabilities in classes, overall
   teaching experience, teaching experience particularly with students with
   learning disabilities, and academic discipline, were associated with
   some or all of the following variables: training, knowledge, willingness
   to make accommodations, contact with the OSS, and attitudes. Personal
   contact was found to be the most influential factor on faculty
   attitudes, knowledge, and practices. A discussion of the study findings
   and of practical and empirical implications follows.}},
Publisher = {{SAGAMORE PUBL LLC}},
Address = {{1807 N FEDERAL DR, URBANA, IL 61801 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Greenberger, L (Reprint Author), Beit Berl Coll, Educ Counseling Grad Program, Kefar Sava, Israel.
   Greenberger, Lori, Beit Berl Coll, Educ Counseling Grad Program, Kefar Sava, Israel.}},
DOI = {{10.18666/LDMJ-2016-V21-I1-6814}},
ISSN = {{1046-6819}},
EISSN = {{2374-7846}},
Keywords = {{accommodations; attitudes; disabilities; faculty in higher education;
   inclusion}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{lgreenberger@yahoo.com}},
Cited-References = {{Abu-Hamur B., 2013, INT ED STUDIES, V5, P74, DOI DOI 10.5539/IES.V6N12P74.
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   Ben-Simon A, 2012, REGULATING DIAGNOSIS.
   BENHAM NE, 1997, COLL STUDENT J, V31, P124.
   Burgstahler S., 2005, J EXCELLENCE COLL TE, V16, P69.
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   GABEL S, 2008, DISABILITY POLITICS.
   Harrison A. G., 2012, INT J DISABILITY COM, V11.
   Hindes Y., 2007, EXCEPTIONALITY ED CA, V17, P107.
   Hong Barbara S. S., 2009, COLL Q, V12, P1.
   Humphrey M, 2011, J POSTSECOND EDUC DI, V24, P255.
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   Levey JA, 2014, J POSTSECOND EDUC DI, V27, P321.
   Lewis L., 2011, NCES2011018.
   Leyser Y., 2008, ISSUES SPECIAL ED IN, V23, P5.
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   Leyser Y, 2011, INT J SPEC EDUC, V26, P162.
   Lombardi AR, 2011, J VOCAT REHABIL, V34, P43, DOI 10.3233/JVR-2010-0533.
   Madaus J. W., 2011, NEW DIRECTIONS HIGHE, V2011, P5, DOI DOI 10.1002/HE.429.
   Marshall K., 2008, DISABILITY POLITICS, P541.
   Ministry of Justice, 2008, LAW STUD LEARN DIS P.
   Murray C, 2008, J POSTSECONDARY ED D, V21, P73.
   Nemtsova A., 2010, CHRONICLE HIGHER ED.
   Newman L., 2010, REPOR FINDINGS NATL.
   O'Connor B, 2012, J POLICY PRACT INTEL, V9, P247, DOI 10.1111/jppi.12009.
   Orr AC, 2009, LEARN DISABILITY Q, V32, P181, DOI 10.2307/27740367.
   PERRY SN, 2006, {[}No title captured], V19, P94.
   Powell J. J., 2008, DISABILITY POLITICS, P513.
   Pumfrey P. D, 2008, EUROPEAN J SPECIAL N, V23, P31, DOI DOI 10.1080/08856250701791229.
   Rao S, 2004, COLL STUDENT J, V38, P191, DOI DOI 10.5539/IES.V6N12P74.
   Rao S. M., 2002, THESIS.
   Russo-Gleicher RJ, 2014, J COLL STUD RETENT-R, V16, P239, DOI 10.2190/CS.16.2.e.
   Ryan J, 2007, J LEARN DISABIL-US, V40, P436, DOI 10.1177/00222194070400050701.
   Scott SS, 2000, J LEARN DISABIL, V33, P158, DOI 10.1177/002221940003300204.
   Skinner ME, 2007, INT J SPEC EDUC, V22, P33.
   Sweener K., 2002, J DEV ED, V25, P12.
   Taylor D., 2010, MONTEREY COUNTRY HER.
   VASEK D, 2005, COLL STUDENT J, V39, P307.
   Vogel G., 1998, DAPIM, V27, P59.
   Vogel S, 2008, J POSTSECONDARY ED D, V21, P15.
   Vogel S. A., 1999, LEARNING DISABILITIE, V14, P173, DOI DOI 10.1207/SLDRP1403\_5.
   Vogel S. A., 2006, J POSTSECONDARY ED D, V18, P109.
   Zhang DL, 2010, REM SPEC EDUC, V31, P276, DOI 10.1177/0741932509338348.}},
Number-of-Cited-References = {{46}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Learn. Disabil.}},
Doc-Delivery-Number = {{VE2BC}},
Unique-ID = {{ISI:000438665700002}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000448247300053,
Author = {Caruso, Beth},
Editor = {{Bernhardt, BR and Hinds, LH and Strauch, KP}},
Title = {{Post-Acquisition Management and the Issue of Inaccessibility}},
Booktitle = {{ROLL WITH THE TIMES OR THE TIMES ROLL OVER YOU}},
Series = {{Charleston Conference Proceedings}},
Year = {{2016}},
Pages = {{293-298}},
Note = {{Charleston Conference - Issues in Book and Series Acquisition,
   Charleston, SC, OCT 31-NOV 05, 2016}},
Organization = {{ACSESS Digital Lib; Alexander Street Press; Copyright Clearance Ctr;
   Credo Reference; MPS Ltd; Soc Scholarly Publishing; Gale; IGI Global;
   Clarivate Analyt; Adam Matthew; ACS Publicat; Elsevier; ProQuest; New
   York Times; Bloomsbury; Cambridge Univ Press; EBSCO; IOP Publishing;
   Rittenhouse; SAGE Publishing; Taylor \& Francis Grp; Inst Engn \&
   Technol}},
Abstract = {{Though advocates are calling for publishers to develop born-accessible
   e-books to comply with Americans with Disabilities Act (ADA) and Digital
   Accessible Information System (DAISY) standards and the EPUB 3.0
   measures now backed by the Society for Disability Studies, the realistic
   timespan for this achievement to become standard practice is far from
   ideal. To equitably serve users with disabilities, stronger technology
   and a mindset toward accessibility must become the standard in
   electronic collections. Librarians are expected to have a strong working
   knowledge of the library's collections but receive little training in
   best practices for assisting patrons with disabilities. We cannot wait
   for the e-book landscape to change on its own. Instead, we must
   recognize how to develop usable collections for all and how to respond
   to those whose access has been limited. This research is the product of
   both current research and earlier findings of the user experience
   research team from the Mellon-funded Charlotte Initiative project. This
   paper focuses on the accessible e-book landscape and provides librarians
   with tools to better assist users working independently in discovery
   systems as they interact with the library's current acquisitions.
   Additionally, librarians will acquire techniques for responding to those
   who cannot use the texts they wish and understand how such a mindset can
   help us develop stronger collections of use to all.}},
Publisher = {{PURDUE UNIV PRESS}},
Address = {{SOUTH CAMPUS COURTS D, W LAFAYETTE, IN 47907 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Caruso, B (Reprint Author), Univ N Carolina, Charlotte, NC 28223 USA.
   Caruso, Beth, Univ N Carolina, Charlotte, NC 28223 USA.}},
DOI = {{10.5703/1288284316460}},
ISSN = {{1943-6963}},
ISBN = {{978-1-94126-911-4}},
Research-Areas = {{Information Science \& Library Science}},
Web-of-Science-Categories  = {{Information Science \& Library Science}},
Author-Email = {{elcaruso@uncc.edu}},
Cited-References = {{Caruso B, 2015, WHERE DO WE GO FROM HERE?, P402, DOI 10.5703/1288284316290.
   France L, 2016, NACUA NOTES, V14.
   Michaud D., 2012, FELICITER, V59, P24.
   National Center on Universal Design for Learning, 2014, UN DES LEARN GUID.
   Rosen S., 2016, COMMUNICATION.
   Spry B., 2016, COMMUNICATION.
   Straumsheim C., 2015, INSIDE HIGHER ED.
   U.S. Census Bureau, 2012, CENS BUR REP.
   UNC Charlotte Office of Disability Services, 2016, TECHN AID.
   UNC Charlotte Office of Disability Services, 2016, SERV PROV.
   UNC Charlotte Office of Disability Services, 2016, TEXT CONV.}},
Number-of-Cited-References = {{11}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Doc-Delivery-Number = {{BL1SD}},
Unique-ID = {{ISI:000448247300053}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000367655100013,
Author = {Tanimoto, S. and Thompson, R. and Berninger, V. W. and Nagy, W. and
   Abbott, R. D.},
Title = {{Computerized writing and reading instruction for students in grades 4-9
   with specific learning disabilities affecting written language}},
Journal = {{JOURNAL OF COMPUTER ASSISTED LEARNING}},
Year = {{2015}},
Volume = {{31}},
Number = {{6}},
Pages = {{671-689}},
Month = {{DEC}},
Abstract = {{Computer scientists and educational researchers evaluated effectiveness
   of computerized instruction tailored to evidence-based impairments in
   specific learning disabilities (SLDs) in students in grades 4-9 with
   persisting SLDs despite prior extra help. Following comprehensive,
   evidence-based differential diagnosis for dysgraphia (impaired
   handwriting), dyslexia (impaired word reading and spelling), and oral
   and written language learning disability, students completed 18 sessions
   of computerized instruction over about 3 months. The 11 students taught
   letter formation with sequential, numbered, coloured arrow cues with
   full contours who wrote letters on lines added to iPAD screen showed
   more and stronger treatment effects than the 21 students taught using
   only visual motion cues for letter formation who wrote on an unlined
   computer monitor. Teaching to all levels of language in multiple
   functional language systems (by ear, eye, mouth and hand) close in time
   resulted in significant gains in reading and writing skills for the
   group and in diagnosed SLD hallmark impairments for individuals; also,
   performance on computerized learning activities correlated with
   treatment gains. Results are discussed in reference to need for both
   accommodations and explicit instruction for persisting SLDs and the
   potential for computers to teach handwriting, morphophonemic
   orthographies, comprehension and composition}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Tanimoto, S (Reprint Author), Univ Washington, Dept CSE, Box 352350, Seattle, WA 98195 USA.
   Tanimoto, S.; Thompson, R., Univ Washington, Dept Comp Sci \& Engn, Seattle, WA 98195 USA.
   Berninger, V. W., Univ Washington, Learning Sci \& Human Dev, Seattle, WA 98195 USA.
   Nagy, W., Seattle Pacific Univ, Educ, Seattle, WA 98119 USA.
   Abbott, R. D., Univ Washington, Stat \& Measurement, Seattle, WA 98195 USA.}},
DOI = {{10.1111/jcal.12110}},
ISSN = {{0266-4909}},
EISSN = {{1365-2729}},
Keywords = {{computerized language lessons; dysgraphia; dyslexia; OWL LD; teaching to
   all levels of language}},
Keywords-Plus = {{BIRTH COHORT; ACQUISITION; MORPHOLOGY; ROCHESTER; BRAIN}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{tanimoto@cs.washington.edu}},
Funding-Acknowledgement = {{Eunice Kennedy Shriver National Institute of Child Health and Human
   Development (NICHD) at the National Institutes of Health (NIH)
   {[}P50HD071764]}},
Funding-Text = {{The current study, supported by grant P50HD071764 from the Eunice
   Kennedy Shriver National Institute of Child Health and Human Development
   (NICHD) at the National Institutes of Health (NIH) to the University of
   Washington Learning Disabilities Research Center, has been an
   interdisciplinary team effort: The first two authors designed, created
   and supported during implementation the computer platform for delivery
   of the lessons; the third and fourth authors wrote the lessons; and the
   fifth author conducted the analyses of the data collected under the
   supervision of the third author with assistance from the second author.
   The authors thank the graduate students who assisted with administration
   of the assessments and supervising the computer lessons.}},
Cited-References = {{Aleven V, 2013, J EDUC PSYCHOL, V105, P929, DOI 10.1037/a0034155.
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   MacArthur C. A., 2009, LEARNING DISABILITIE, V24, P93, DOI DOI 10.1111/J.1540-5826.2009.00283.X.
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   Stocco A, 2014, INT J BILINGUAL, V18, P67, DOI 10.1177/1367006912456617.
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   Woodcock R., 2001, WOODCOCK JOHNSON 3 P.}},
Number-of-Cited-References = {{39}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{34}},
Journal-ISO = {{J. Comput. Assist. Learn.}},
Doc-Delivery-Number = {{DA2VO}},
Unique-ID = {{ISI:000367655100013}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000366109100005,
Author = {Thelen, Tatjana},
Title = {{Care as social organization: Creating, maintaining and dissolving
   significant relations}},
Journal = {{ANTHROPOLOGICAL THEORY}},
Year = {{2015}},
Volume = {{15}},
Number = {{4}},
Pages = {{497-515}},
Month = {{DEC}},
Abstract = {{Although increasingly debated in public, scholarly discourses on care
   remain frag- mented. This is not only due to the scientific division of
   labor, but also to different national research traditions as well as to
   categories that link predefined relations to specific practices. In this
   article I set out to establish care practices as vital elements of
   social organization in order to overcome commonplace dichotomies such as
   private-public, good-bad, modern-traditional, and micro-macro. In order
   to facilitate making care a central element of anthropological theory, I
   revisit diverse theoretical frameworks from Marxism and feminism to
   disability, social security and humanitarianism studies. With the
   decline of Marxist anthropology, the awareness it once raised regarding
   `public' aspects of care has virtually vanished. Today practices of care
   are mostly discussed in kinship debates, with the result that the
   importance of care for other social relations is underestimated.
   Finally, I propose a processual conceptualization of care with a focus
   on practices that can enhance our understanding of the links and
   overlaps between relationships that are usually analysed within distinct
   spheres of social life, such as economics and politics.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Thelen, T (Reprint Author), Univ Vienna, Rathausstr 19-9, A-1010 Vienna, Austria.
   Thelen, Tatjana, Univ Vienna, A-1010 Vienna, Austria.}},
DOI = {{10.1177/1463499615600893}},
ISSN = {{1463-4996}},
EISSN = {{1741-2641}},
Keywords = {{Anthropological theory; care; disability studies; feminist research;
   kinship; Marxist research; public-private; relational theory}},
Keywords-Plus = {{KINSHIP}},
Research-Areas = {{Anthropology}},
Web-of-Science-Categories  = {{Anthropology}},
Author-Email = {{tatjana.thelen@univie.ac.at}},
ResearcherID-Numbers = {{Thelen, Tatjana/N-1820-2019}},
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Number-of-Cited-References = {{82}},
Times-Cited = {{22}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{21}},
Journal-ISO = {{Anthropol. Theory}},
Doc-Delivery-Number = {{CY0PX}},
Unique-ID = {{ISI:000366109100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000366227000001,
Author = {Travers, Jason and Ayres, Kevin M.},
Title = {{A Critique of Presuming Competence of Learners with Autism or Other
   Developmental Disabilities}},
Journal = {{EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES}},
Year = {{2015}},
Volume = {{50}},
Number = {{4}},
Pages = {{371-387}},
Month = {{DEC}},
Abstract = {{Democratic education, and the dignity it affords should create
   opportunities for students to achieve their most desired outcomes. Some
   of the current thought and rhetoric in the field of special education
   and disability studies impinges upon these opportunities by approaching
   the education of children with autism and other developmental
   disabilities from a philosophical standpoint based on presumption rather
   than evidence, hope rather than data, and pseudoscience rather than
   science. The premise of presumed competence has evolved from earlier
   concepts like the criterion of the least dangerous assumption and serves
   to support such therapeutic quackery as facilitated communication. This
   paper provides a critique of arguments surrounding presumed competence
   and suggests an alternative position free of presumption along with a
   model built on empiricism to pursue the best possible educational
   outcomes for individuals with autism and other developmental
   disabilities.}},
Publisher = {{COUNCIL EXCEPTIONAL CHILDREN}},
Address = {{1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Travers, J (Reprint Author), Univ Kansas, Dept Special Educ, Joseph R Pearson Hall,Room 547,1122 W Campus Rd, Lawrence, KS 66045 USA.
   Travers, Jason, Univ Kansas, Lawrence, KS 66045 USA.
   Ayres, Kevin M., Univ Georgia, Athens, GA 30602 USA.}},
ISSN = {{2154-1647}},
Keywords-Plus = {{QUALITY-OF-LIFE; FACILITATED COMMUNICATION; MENTAL-RETARDATION;
   SELF-DETERMINATION; ADULT OUTCOMES; STUDENTS; INSTRUCTION; INDIVIDUALS;
   LITERATE; IMPACT}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{jason.travers@ku.edu}},
Cited-References = {{Alberto P.A., 2013, APPL BEHAV ANAL TEAC.
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Number-of-Cited-References = {{59}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{20}},
Journal-ISO = {{Educ. Train. Autism Dev. Disabil.}},
Doc-Delivery-Number = {{CY2GO}},
Unique-ID = {{ISI:000366227000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000364788600010,
Author = {Gaskin, Cadeyrn J.},
Title = {{On the Potential for Psychological Researchers and Psychologists to
   Promote the Social Inclusion of People with Disability: A Review}},
Journal = {{AUSTRALIAN PSYCHOLOGIST}},
Year = {{2015}},
Volume = {{50}},
Number = {{6}},
Pages = {{445-454}},
Month = {{DEC}},
Abstract = {{ObjectiveThis paper outlines different approaches to understanding
   disability and describes ways in which psychological researchers and
   psychologists can promote the social inclusion of people with
   disability.
   MethodNarrative review drawing on writings and research from psychology
   and disability studies.
   ResultsFive prominent models of disability appear in the literature
   (moral, medical, social, biopsychosocial, and post-modern), all of which
   have relevance to the lives of people with disability.
   Conceptualisations commonly used to understand the experience of
   disability from a psychological perspective include stigma and
   psycho-emotional disablism. There is evidence that people with
   disability wish to have greater involvement in research (e.g., as
   consultants and partners in research about them, and as participants in
   mainstream research) and to see research findings translated into
   practice. Evidence is emerging that can be used to underpin
   psychologists work with (a) communities (to foster social change and
   social justice, and to reduce stigma); (b) organisations, such as
   schools, workplaces, and disability service providers (to help develop
   inclusive and supportive environments); (c) families (to promote
   optimism, alternative understandings of disability, and a sense of
   control, as well as developing behaviour support plans and providing
   referrals to other sources of practical support); and (d) people with
   disability (to assist them with the issues they bring to therapy while
   being mindful of the potential for psycho-emotional disablism to colour
   the material presented).
   ConclusionPsychological researchers and psychologists have significant
   potential to contribute to the social inclusion of people with
   disability.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Gaskin, CJ (Reprint Author), Deakin Univ, Ctr Social \& Early Emot Dev, 221 Burwood Highway, Burwood, Vic 3125, Australia.
   Gaskin, Cadeyrn J., Deakin Univ, Ctr Social \& Early Emot Dev, Burwood, Vic 3125, Australia.
   Gaskin, Cadeyrn J., Deakin Univ, Sch Psychol, Burwood, Vic 3125, Australia.}},
DOI = {{10.1111/ap.12128}},
ISSN = {{0005-0067}},
EISSN = {{1742-9544}},
Keywords = {{disablism; equality; human rights; models of disability; oppression;
   review; social justice}},
Keywords-Plus = {{INTELLECTUAL DISABILITY; PHYSICAL-ACTIVITY; CEREBRAL-PALSY;
   SCHOOL-PSYCHOLOGISTS; MEDICAL MODEL; STIGMA; COMPETENCE; CHILD; LIFE;
   DISCRIMINATION}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Multidisciplinary}},
Author-Email = {{cadeyrn.gaskin@deakin.edu.au}},
ORCID-Numbers = {{Gaskin, Cadeyrn/0000-0001-5240-4320}},
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Number-of-Cited-References = {{94}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{39}},
Journal-ISO = {{Aust. Psychol.}},
Doc-Delivery-Number = {{CW1YR}},
Unique-ID = {{ISI:000364788600010}},
DA = {{2020-03-18}},
}

@article{ ISI:000214455000016,
Author = {Connor, David J. and Valle, Jan W.},
Title = {{A socio-cultural reframing of science and dis/ability in education: past
   problems, current concerns, and future possibilities}},
Journal = {{CULTURAL STUDIES OF SCIENCE EDUCATION}},
Year = {{2015}},
Volume = {{10}},
Number = {{4}},
Pages = {{1103-1122}},
Month = {{DEC}},
Abstract = {{In this article we assert the value of a socio-cultural reframing of
   science and dis/ability in education. We begin by problematizing current
   issues in education pertaining to the often-unquestioned concept of
   dis/ability and the impact that has upon research, theory, practice, and
   policy. As our topic is broad, we have chosen to focus upon four
   interconnected areas: (1) the historical mistrust of science and
   pseudo-science by people with dis/abilities; (2) the pervasive use of
   pseudo-science within the contemporary field of special education; (3)
   the use of dis/ability studies in education (DSE) to provide a contrast
   between a traditional positivist framing and a socio-cultural framing of
   dis/ability, and; (4) a brief exploration of what a DSE/socio-cultural
   grounding looks like for both schools and classroom teachers. In sum,
   our intention is to engage science educators to reject deficitnotions of
   dis/ability in favor of understanding it as part of human variation, and
   consider the personal and professional benefits of this shift.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Connor, DJ (Reprint Author), CUNY Hunter Coll, 695 Pk Ave, New York, NY 10065 USA.
   Connor, David J., CUNY Hunter Coll, 695 Pk Ave, New York, NY 10065 USA.
   Valle, Jan W., CUNY City Coll, New York, NY 10031 USA.}},
DOI = {{10.1007/s11422-015-9712-6}},
ISSN = {{1871-1502}},
EISSN = {{1871-1510}},
Keywords = {{Disability; Socio-cultural; Disability studies; Special education;
   Theory}},
Keywords-Plus = {{STEM EDUCATION; DISABILITY; EUGENICS; STUDENTS; RACIALIZATION;
   INSTRUCTION; CRITIQUE}},
Research-Areas = {{Cultural Studies; Education \& Educational Research}},
Web-of-Science-Categories  = {{Cultural Studies; Education \& Educational Research}},
Author-Email = {{dconnor@hunter.cuny.edu}},
Cited-References = {{Advocates for Children, 2005, LEAV SCH EMPT HAND R.
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Number-of-Cited-References = {{72}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Cult. Stud. Sci. Educ.}},
Doc-Delivery-Number = {{V14AX}},
Unique-ID = {{ISI:000214455000016}},
DA = {{2020-03-18}},
}

@article{ ISI:000348712900001,
Author = {Hall, Kim Q.},
Title = {{New Conversations in Feminist Disability Studies: Feminism, Philosophy,
   and Borders}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{1-12}},
Month = {{WIN}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Editorial Material}},
Language = {{English}},
DOI = {{10.1111/hypa.12136}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Keywords-Plus = {{WOMEN}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Cited-References = {{Alcoff Linda Martin, 2013, P ADDRESSES AM PHILO, V87, P16.
   Antony L, 2012, J SOC PHILOS, V43, P227, DOI 10.1111/j.1467-9833.2012.01567.x.
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   Carlson L, 2010, FACES INTELLECTUAL D.
   CLARE E, 1999, EXILE PRIDE DISABILI.
   Erevelles N, 2011, DISABILITY DIFFERENC.
   Erevelles Nirmala, 2011, FEMINIST DISABILITY.
   Erevelles Nirmala, 2014, DISABILITY STUDIES Q, V34.
   Fox Renee, 1999, HLTH HUMAN RIGHTS RE.
   Fox Renee C., 2014, DOCTORS BORDERS HUMA.
   Gines KT, 2011, HYPATIA, V26, P429, DOI 10.1111/j.1527-2001.2011.01172.x.
   Halberstam J., 2011, QUEER ART FAILURE.
   Hall Kim Q., 2014, RADICAL PHILOS REV, V17, P203.
   Hutchison Katrina, 2013, WOMEN PHILOS WHAT NE.
   Johnson E. P., 2001, TEXT PERFORM Q, V21, P1, DOI DOI 10.1080/10462930128119.
   Kafer Alison, 2013, FEMINIST QUEER CRIP.
   Maitra K, 2013, HYPATIA, V28, P360, DOI 10.1111/hypa.12017.
   McRuer R, 2006, CRIP THEORY CULTURAL.
   Mohanty C. T., 2003, FEMINISM BORDERS DEC.
   Munoz JE, 1999, DISIDENTIFICATIONS Q.
   Patsavas Alyson, 2014, J LIT CULTURAL DISAB, V8, P203, DOI DOI 10.3828/jlcds.2014.16.
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   Sally Haslanger, 2008, HYPATIA, V23, P210, DOI DOI 10.1111/J.1527-2001.2008.TB01195.X.
   Schott Robin May, 2007, PHILOS BORDER.
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   Tremain S, 2013, DISABILITY STUDIES Q, V33.
   Wendell Susan, 2001, HYPATIA, V16, P17, DOI DOI 10.1111/J.1527-2001.2001.TB00751.X.}},
Number-of-Cited-References = {{33}},
Times-Cited = {{13}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{40}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{CA2BC}},
Unique-ID = {{ISI:000348712900001}},
DA = {{2020-03-18}},
}

@article{ ISI:000440159100005,
Author = {Kondo, Takeo and Takahashi, Tomone and Shirasawa, Mayumi},
Title = {{Recent Progress and Future Challenges in Disability Student Services in
   Japan}},
Journal = {{JOURNAL OF POSTSECONDARY EDUCATION AND DISABILITY}},
Year = {{2015}},
Volume = {{28}},
Number = {{4, SI}},
Pages = {{421-431}},
Month = {{WIN}},
Abstract = {{The Japanese government passed an anti-discrimination law, the Act on
   the Elimination of Disability Discrimination, in June 2013 (to be
   enforced April 2016) and ratified the Convention on the Rights of
   Persons with Disabilities (CRPD) in January 2014. Prior to ratification
   of the CRPD, the Japanese government had begun to construct an inclusive
   educational system in 2012. Before this systematic change, no legal
   obligation existed to provide support or accommodation for students with
   disabilities (SWDs). Only a limited number of Japanese institutions of
   higher education (IHE) have offered such accommodations, similar to
   those found in the United States and some EU countries, and the number
   of SWDs has also been at the low level (0.42\% against all students in
   all IHEs in Japan). However, this systematic change has been spreading
   recognition of SWDs' needs among Japanese IHEs. In this article, we
   review the ongoing change in Japan in light of the legal background of
   disability student services, looking at changes in enrolment numbers of
   SWDs, examples of accommodations for SWDs in Japanese IHEs and other
   changes, and other preparations among IHEs for offering reasonable
   accommodation to SWDs.}},
Publisher = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD}},
Address = {{ASSOC HIGHER EDUCATION \& DISABILITY-AHEAD, COLUMBUS, OH 00000 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kondo, T (Reprint Author), Univ Tokyo, Res Ctr Adv Sci \& Technol, Assist Technol, Tokyo, Japan.
   Kondo, Takeo, Univ Tokyo, Res Ctr Adv Sci \& Technol, Assist Technol, Tokyo, Japan.
   Takahashi, Tomone, Shinshu Univ, Fac Educ, Psychol, Matsumoto, Nagano, Japan.
   Shirasawa, Mayumi, Tsukuba Univ Technol, Tsukuba, Ibaraki, Japan.}},
ISSN = {{2379-7762}},
EISSN = {{2328-3343}},
Keywords = {{Disability student service; anti-discrimination law; inclusive
   educational system}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{kondo@bfp.rcast.u-tokyo.ac.jp
   tomonet@shinshu-u.ac.jp
   shirasawa@a.tsukuba-tech.ac.jp}},
Funding-Acknowledgement = {{PEPNet-Northeast; Rochester Institute of Technology}},
Funding-Text = {{Even though PEPNet-Japan and PEPNet in the United States are not linked
   organizationally, PEPNet-Japan has received a large amount of input
   since it was established from the U.S. PEPNet. Particularly crucial has
   been the support from PEPNet-Northeast and its regional center
   (Rochester Institute of Technology).}},
Cited-References = {{Brinckerhoff L. C., 2001, POSTSECONDARY ED TRA.
   Davis JM, 2012, INT J PSYCHOL, V47, P203, DOI 10.1080/00207594.2011.614617.
   Disability Services Center, 2012, CAMP GUID STUD DIS.
   Disability Services Office, 2013, BARR FREE SUPP GUID.
   Hasegawa T., 2015, JAPAN LABOR REV, V12, P21.
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   Suda N., 2011, J JAPANESE CLIN PSYC, V29, P651.
   U.S. Government Accountability Office, 2009, HIGH ED DIS ED NEEDS.
   Wydell TN, 1999, COGNITION, V70, P273, DOI 10.1016/S0010-0277(99)00016-5.}},
Number-of-Cited-References = {{18}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Postsecond. Educ. Disabil.}},
Doc-Delivery-Number = {{VE7GU}},
Unique-ID = {{ISI:000440159100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000410135000013,
Author = {Bernardini, Maria Giulia},
Title = {{To Be or not to Be. Disabled. Precarious Identities, between Struggle
   for Recognition and (Post-) identity Problem}},
Journal = {{RAGION PRATICA}},
Year = {{2015}},
Volume = {{45}},
Number = {{2}},
Pages = {{493-509}},
Month = {{DEC}},
Abstract = {{Since the Sixties, the Disability Rights Movement has struggled for the
   recognition of the disabled specificity, aiming at liberating disabled
   individuals from a paternalistic and victimizing tradition. The ``social
   model{''}, coined in the Eighties by the critical academic perspective
   called Disability Studies to identify and undermine the widespread
   mechanisms of domination against persons with disabilities, has been
   considered for a long time its theoretical expression. In her essay, the
   Author questions the compatibility between the ``social model{''} and
   the disability identity politics, introducing some of the latest
   attempts to overcome what could be addressed as the ``identity
   problem{''} of persons with disabilities.}},
Publisher = {{SOC ED IL MULINO}},
Address = {{STRADA MAGGIORE 37, 40125 BOLOGNA, ITALY}},
Type = {{Article}},
Language = {{Italian}},
Affiliation = {{Bernardini, MG (Reprint Author), Univ Ferrara, Dipartimento Giurisprudenza, Corso Ercole Este 37, I-44121 Ferrara, Italy.
   Bernardini, Maria Giulia, Univ Ferrara, Dipartimento Giurisprudenza, Corso Ercole Este 37, I-44121 Ferrara, Italy.}},
DOI = {{10.1415/81531}},
ISSN = {{1720-2396}},
Keywords = {{Disability Studies; social model; identity politics; critical realist
   approach; feminism}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
Author-Email = {{mariagiulia.bernardini@unife.it}},
Cited-References = {{Abberley P., 1987, DISABILITY HANDICAP, V2, P5, DOI DOI 10.1080/02674648766780021.
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   Shakespeare T., 2006, DISABILITY RIGHTS WR.
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   Thomas C., 2002, REAL BODIES SOCIOLOG, P64.
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   Young I. M., 1990, JUSTICE POLITICS DIF.}},
Number-of-Cited-References = {{43}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Ragion Prat.}},
Doc-Delivery-Number = {{VA5ZP}},
Unique-ID = {{ISI:000410135000013}},
DA = {{2020-03-18}},
}

@article{ ISI:000437718600006,
Author = {Lubet, Alex and Kimas, Hyangeun},
Title = {{Social Confluence Theory, as Applied to Cases of Disability Status and
   Korean Identity}},
Journal = {{REVIEW OF KOREAN STUDIES}},
Year = {{2015}},
Volume = {{18}},
Number = {{2}},
Pages = {{149-181}},
Month = {{DEC}},
Abstract = {{This paper presents an exposition of social confluence theory, a concept
   of identity formation first introduced by Alex Lubet. The theory posits
   that the fundamental unit of identity in globalized, high technology,
   information-oriented societies such as the United States and South Korea
   is no longer a relatively stable unit such as the nation-state, ethnic
   group, faith community, nuclear or extended family, or individual.
   Rather, it is the status of the individual or group within the
   sociocultural or psychosocial encounter of the moment, which we call the
   social confluence. We first demonstrate the application of the theory
   with examples from the intersection of disability and music. To further
   illustrate the theory's potential, we apply it to Korean identity,
   demonstrating the great mutability of that identity across different
   contexts or social confluences, using examples from South Korea and the
   United States, including international Korean adoptees, North Korean
   refugees, and Korean and other Asian-Americans in pan-Asian arts
   organizations. We conclude by proposing research topics in disability
   studies and Korean studies for which social confluence theory seems
   particularly apt, in particular the categorizations of people with
   Autistic Spectrum Conditions, while proposing extended research
   applications for the theory, with particular attention toward South
   Korea.}},
Publisher = {{ACAD KOREAN STUDIES}},
Address = {{110 HAOGOGAE-GIL, BUNDANG-GU, SEONGNAM-SI, KYEONGGI-DO, KYONGGI,
   463-791, SOUTH KOREA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lubet, A (Reprint Author), Univ Minnesota, Mus, Minneapolis, MN 55455 USA.
   Lubet, Alex, Univ Minnesota, Mus, Minneapolis, MN 55455 USA.
   Lubet, Alex, Sch Mus, Div Creat Studies \& Media, Minneapolis, MN USA.
   Kimas, Hyangeun, Kosin Univ, Social Welf, Busan, South Korea.}},
ISSN = {{1229-0076}},
Keywords = {{social confluence theory; disability; music; identity; Korean adoptees;
   minorities}},
Research-Areas = {{Asian Studies}},
Web-of-Science-Categories  = {{Asian Studies}},
Author-Email = {{lubet001@umn.edu
   hekim@kosin.ac.kr}},
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Number-of-Cited-References = {{69}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Rev. Korean Stud.}},
Doc-Delivery-Number = {{VD8QX}},
Unique-ID = {{ISI:000437718600006}},
DA = {{2020-03-18}},
}

@article{ ISI:000348712900002,
Author = {Shildrick, Margrit},
Title = {{``Why Should Our Bodies End at the Skin?{''}: Embodiment, Boundaries,
   and Somatechnics}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{13-29}},
Month = {{WIN}},
Abstract = {{Donna Haraway's enduring question-{''} Why should our bodies end at the
   skin?{''} (Haraway 1990, 220)-is ever more relevant in the postmodern
   era, where issues of bodies, boundaries, and technologies increasingly
   challenge not only the normative performance of the human subject, but
   also the very understanding of what counts as human. Critical Disability
   Studies has taken up the problematic of technology, particularly in
   relation to the deployment of prostheses by people with disabilities.
   Yet rehabilitation to normative practice or appearance is no longer the
   point; instead, the lived experience of disability generates its own
   specific possibilities that both limit and extend the performativity of
   the embodied self. I look at what is at stake in the challenge to the
   Western logos that comes specifically from the capacities of the
   disabled body, understood not as a less than perfect form of the
   normative, but as figuring difference in a nonbinary sense. Feminist
   theory has long contested the isomorphism of the logos, but I go beyond
   simply setting out the grounds for revaluing multiple variant forms. The
   feminist turn to Jacques Derrida and Gilles Deleuze opens up the
   problematic to a celebratory positioning of difference and
   transcorporeality as the very conditions of life.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Shildrick, M (Reprint Author), Linkoping Univ, S-58183 Linkoping, Sweden.
   Shildrick, Margrit, Linkoping Univ, S-58183 Linkoping, Sweden.
   Shildrick, Margrit, York Univ, Toronto, ON M3J 2R7, Canada.}},
DOI = {{10.1111/hypa.12114}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Keywords-Plus = {{DISABILITY; DELEUZE}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{margrit.shildrick@liu.se}},
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Number-of-Cited-References = {{48}},
Times-Cited = {{19}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{45}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{CA2BC}},
Unique-ID = {{ISI:000348712900002}},
DA = {{2020-03-18}},
}

@article{ ISI:000348712900003,
Author = {Baril, Alexandre},
Title = {{Needing to Acquire a Physical Impairment/Disability: (Re)Thinking the
   Connections between Trans and Disability Studies through Transability}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{30-48}},
Month = {{WIN}},
Abstract = {{This article discusses the acquisition of a physical
   impairment/disability through voluntary body modification, or
   transability. From the perspectives of critical genealogy and feminist
   intersectional analysis, the article considers the ability and
   cis{*}/trans{*} axes in order to question the boundaries between trans
   and transabled experience and examines two assumptions impeding the
   conceptualization of their placement on the same continuum: 1) trans
   studies assumes an able-bodied trans identity and able-bodied trans
   subject of analysis; and 2) disability studies assumes a cis{*} disabled
   identity. The perception of transsexuality and transability as mutually
   exclusive phenomena results from a nonintersectional analysis of
   transsexuality as an issue of sex/gender, but not of ability, and of
   transability as an issue of ability, but not of sex/gender. Difficulty
   recognizing continuities between these phenomena thus stems from an
   ableist interpretation of sex/gender and a cis(gender)normative{*}
   interpretation of ability. This article aims to: 1) enrich
   intersectional analysis in trans and disability studies and transability
   scholarship; 2) complicate disability studies, in which disabilities are
   often presumed to be ``involuntary,{''} and encourage the decentering of
   a cis{*} subject; 3) encourage trans studies to decenter an able-bodied
   subject; and 4) advocate for increased dialogue and the creation of
   alliances between trans and disability studies and movements.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Baril, A (Reprint Author), Wesleyan Univ, Middletown, CT 06459 USA.
   Baril, Alexandre, Social Sci \& Humanities Res Council SSHRC Canada, Ottawa, ON, Canada.}},
DOI = {{10.1111/hypa.12113}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Keywords-Plus = {{INTEGRITY IDENTITY DISORDER; LIMB AMPUTATION; BODY; DESIRE;
   APOTEMNOPHILIA; SURGERY; GENDER; LIMITS}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{alexandrebaril@yahoo.ca}},
ORCID-Numbers = {{Baril, Alexandre/0000-0003-4833-1979}},
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Number-of-Cited-References = {{83}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{34}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{CA2BC}},
Unique-ID = {{ISI:000348712900003}},
DA = {{2020-03-18}},
}

@article{ ISI:000348712900010,
Author = {Thomsen, Carly},
Title = {{The Post-Raciality and Post-Spatiality of Calls for LGBTQ and Disability
   Visibility}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{149-166}},
Month = {{WIN}},
Abstract = {{In this article, I consider the ideologies that emerge when disability
   and LGBTQ rights advocates' ubiquitous calls for visibility collide. I
   argue that contemporary visibility politics encourage the production of
   post-racial and post-spatial ideologies. In demanding visibility,
   disability and LGBTQ rights advocates ignore, ironically, visible
   markers of (racial) difference and assume that being ``out, loud, and
   proud{''} is desirable trans-geographically. I bring together disability
   studies and queer rural studies-fields that have engaged in remarkably
   little dialogue-to analyze activist calls for LGBTQ and disability
   visibility. The discourses evident in such calls transcend movements and
   virtual spaces and emerge as some of the LGBTQ women in the rural
   Midwest whom I interviewed discuss their relations to (their own and
   others') LGBTQ sexuality and disability. I analyze several cases to
   illustrate how visibility discourses compel the erasure of material
   bodies, and in the process, render certain (spatialized and racialized)
   experiences obsolete. I close by considering how my critique of
   visibility discourses might influence critical discussions of identity
   politics more broadly.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Thomsen, C (Reprint Author), Rice Univ, Ctr Study Women Gender \& Sexual, Houston, TX 77251 USA.
   Rice Univ, Ctr Study Women Gender \& Sexual, Houston, TX 77251 USA.}},
DOI = {{10.1111/hypa.12135}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Keywords-Plus = {{LIMITS}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{thomsen.carly@rice.edu}},
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   Johnson EP, 2008, SWEET TEA: BLACK GAY MEN OF THE SOUTH, P1.
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   Linda, 2011, COMMUNICATION.
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   McKittrick K., 2007, BLACK GEOGRAPHIES PO.
   McRuer R, 2006, CRIP THEORY CULTURAL.
   McRuer Robert, 2012, SEX AND DISABILITY.
   Nair Yazmin, 2010, EQUALITY QUEER CRITI.
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   Reddy C, 2008, FORDHAM LAW REV, V76, P2849.
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   Thomsen Carly, QUEERING COUNTRYSIDE.
   Vayner Mia, 2012, DISABLED ACCESS DENI.}},
Number-of-Cited-References = {{35}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{18}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{CA2BC}},
Unique-ID = {{ISI:000348712900010}},
DA = {{2020-03-18}},
}

@article{ ISI:000348712900012,
Author = {Taylor, Ashley},
Title = {{The Discourse of Pathology: Reproducing the Able Mind through Bodies of
   Color}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{181-198}},
Month = {{WIN}},
Abstract = {{The growing field of feminist disability studies explores how human
   bodies are interpreted through cultural values and expectations
   surrounding physical and mental ability. This paper contributes to and
   expands upon this conversation by examining how the ideal of
   ``ablemindedness{''} functions to maintain racial divisions and
   inequalities through attributions of cognitive and psychiatric
   disability to bodies of color. Drawing upon contemporary examples from
   popular social media, public policy, and academic discourse, the author
   shows how racialized and nonnormatively gendered bodies are identified
   and interpreted through norms of able-mindedness and used as markers
   against which the ideal of the able mind is upheld. This ``discourse of
   pathology{''} operates insidiously within academic theorizing by
   remaining largely invisible because it tracks our deeply ingrained
   assumptions about the undesirability of cognitive and psychiatric
   disability. The author argues that because of the entanglement of race
   with disability, so long as the normalizing and privileging of the ideal
   of able-mindedness goes unchallenged and we maintain the myth that there
   exists a normal mental state, both racism and ableism remain very much
   alive, including within the academy.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Taylor, A (Reprint Author), Syracuse Univ, Syracuse, NY 13244 USA.
   Syracuse Univ, Syracuse, NY 13244 USA.}},
DOI = {{10.1111/hypa.12123}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{astaylor@syr.edu}},
Cited-References = {{Alcoff Linda, 2006, VISIBLE IDENTITIES R.
   Alcoff Linda Martin, 2001, ENGENDERING RATIONAL.
   Alvarez L., 2013, NY TIMES.
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   Boler M., 2005, DEMOCRATIC DIALOGUE.
   Carlson L, 2010, FACES INTELLECTUAL D.
   Carlson L., 2001, HYPATIA, V16, P124, DOI DOI 10.1111/J.1527-2001.2001.TB00756.X.
   Cooper Brittney, 2013, SALON.
   DasGupta Sayantani, 2013, RACIALICIOUS    0403.
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   Delgado Richard, 2000, CRITICAL RACE THEORY.
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   FERRI BA, 2006, READING RESISTANCE D.
   Garland-Thomson Rosemarie, 2006, DISABILITY STUDIES R.
   Garland-Thomson Rosemarie., 1997, EXTRAORDINARY BODIES.
   Hall KQ, 2011, FEMINIST DISABILITY.
   Herndon April, 2011, FEMINIST DISABILITY.
   Herper M., 2004, FORBES.
   HOBSON J, 2003, HYPATIA, V18, P87, DOI DOI 10.1111/J.1527-2001.2003.TB01414.X.
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   Lewiecki-Wilson Cynthia, 2003, RHETOR REV, V22, P156.
   Linton Simi, 1998, CLAIMING DISABILITY.
   Lugones Maria, 1987, HYPATIA, V2, P3, DOI DOI 10.1111/J.1527-2001.1987.TB01062.X.
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   Murphy Bernice M., 2005, S JACKSON ESSAYS LIT.
   Nicki Andrea, 2001, HYPATIA, V16, P80, DOI DOI 10.1111/J.1527-2001.2001.TB00754.X.
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   O'Donovan MM, 2010, J ACAD ETHICS, V8, P171, DOI 10.1007/s10805-010-9116-x.
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   Orosco Jose-Antonio, 2002, COMMUNITY DIVERSITY.
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   Perry I., 2003, GENDER RACE CLASS ME.
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   Wendell S, 1996, REJECTED BODY FEMINI.
   Williams Sherri, 2013, BACKBONE        0627.}},
Number-of-Cited-References = {{49}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{57}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{CA2BC}},
Unique-ID = {{ISI:000348712900012}},
DA = {{2020-03-18}},
}

@article{ ISI:000348712900013,
Author = {Mollow, Anna},
Title = {{Disability Studies Gets Fat}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{199-216}},
Month = {{WIN}},
Abstract = {{This article invites disability scholars to ``get fat,{''} that is, to
   support the goals of the fat justice movement. I argue that the
   contemporary politics of fatness can productively be read through the
   lens of disability studies' social model. At the same time, I mobilize
   feminist critiques of the social model to push fat disability studies
   toward a more in-depth engagement with the topics of health and illness.
   Additionally, I contend that feminist scholars' accounts of our personal
   relationships to fatness and disability can make crucial contributions
   to our scholarly work. These arguments take shape within a new
   interpretive framework that I introduce: ``setpoint epistemology,{''}
   which brings together the feminist disability studies notion of
   ``sitpoint theory{''} and the scientific concept of ``setpoint
   theory.{''}}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Mollow, A (Reprint Author), Univ Calif Berkeley, Berkeley, CA 94720 USA.
   Univ Calif Berkeley, Berkeley, CA 94720 USA.}},
DOI = {{10.1111/hypa.12126}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{amollow@gmail.com}},
Cited-References = {{Baynton Douglas C., 2001, NEW DISABILITY HIST.
   Berlant L, 2011, CRUEL OPTIMISM.
   Bordo S., 1993, UNBEARABLE WEIGHT FE.
   Brown Alyssa, 2013, GALLUP          1129.
   Burgard D., 2009, FAT STUDIES READER.
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   Cooper C., 1998, FAT PROUD POLITICS S.
   Critser Greg, 2000, HARPERS          MAR.
   DasGupta Sayantani, 2014, WEEKLINGS       0320.
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   Harding K., 2009, LESSONS FAT O SPHERE.
   Harding K., 2007, SHAPELY PROSE.
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   Jones Tiff, 2013, BLACK GIRLS CLU 1109.
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   Kent L., 2001, BODIES OUT BOUNDS FA.
   Kolata GB, 2007, RETHINKING THIN NEW.
   Lamm Nomy, 1995, LISTEN VOICES NEXT F.
   LeBesco K., 2009, FAT STUDIES READER.
   LEBESCO K, 2004, REVOLTING BODIES STR.
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   Longmore Paul K., 1997, BODY PHYS DIFFERENCE.
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   Rothblum E., 2009, FAT STUDIES READER.
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   Saguy AC, 2011, SOC PSYCHOL QUART, V74, P53, DOI 10.1177/0190272511398190.
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   Wilson R., 2006, CHRONICLE HIGHER ED.}},
Number-of-Cited-References = {{48}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{32}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{CA2BC}},
Unique-ID = {{ISI:000348712900013}},
DA = {{2020-03-18}},
}

@article{ ISI:000348712900014,
Author = {Simplican, Stacy Clifford},
Title = {{Care, Disability, and Violence: Theorizing Complex Dependency in Eva
   Kittay and Judith Butler}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{217-233}},
Month = {{WIN}},
Abstract = {{How do we theorize the experiences of caregivers abused by their
   children with autism without intensifying stigma toward disability? Eva
   Kittay emphasizes examples of extreme vulnerability to overturn myths of
   independence, but she ignores the possibility that dependents with
   disabilities may be vulnerable and aggressive. Instead, her work
   over-emphasizes care-givers' capabilities and the constancy of disabled
   dependents' vulnerability. I turn to Judith Butler's ethics and her
   conception of the self as opaque to rethink care amid conflict.
   Person-centered planning approaches, pioneered by disability rights
   activists, merge Butler's analysis of opacity with Kittay's work on
   embodied care, while also inviting a broader network of people to both
   interpret needs and change communities. By expanding our conceptions of
   dependency, feminist disability studies can continue the aim of both
   Kittay and Butler: to humanize unintelligible lives.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Simplican, SC (Reprint Author), Michigan State Univ, E Lansing, MI 48824 USA.
   Simplican, Stacy Clifford, Michigan State Univ, E Lansing, MI 48824 USA.
   Simplican, Stacy Clifford, DOCTRID Res Inst, Dublin, Ireland.}},
DOI = {{10.1111/hypa.12130}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Keywords-Plus = {{BEHAVIOR PROBLEMS; CHILDREN; STRESS}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{cliffosa@msu.edu}},
Cited-References = {{{[}Anonymous], 2010, HS, V122, p{[}1, 4].
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Number-of-Cited-References = {{37}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{97}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{CA2BC}},
Unique-ID = {{ISI:000348712900014}},
DA = {{2020-03-18}},
}

@article{ ISI:000348712900015,
Author = {Braswell, Harold},
Title = {{My Two Moms: Disability, Queer Kinship, and the Maternal Subject}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{234-250}},
Month = {{WIN}},
Abstract = {{Dominant Western discourses of motherhood have depicted disabled women
   as incapable of being mothers. In contrast to these representations,
   recent literature in disability studies has argued that disabled women
   can provide maternal care and should therefore retain custody over their
   children. This literature is commendable, but its emphasis on custodial
   rights excludes from the category of ``mother{''} those disabled women
   who cannot maintain child custody. In this article, I challenge this
   exclusion via an account of my experience with my two mothers: my
   biological mother, who relinquished custody over me because of her
   inability to provide care, and my maternal grandmother, who raised me as
   her child. Theorizing this account, I argue that disability studies must
   adopt a conception of motherhood that recognizes both alternative
   kinship structures and mothers whose disabilities preclude them from
   fulfilling normative conceptions of maternal care. I develop such a
   conception by synthesizing Judith Butler's theorization of queer kinship
   with Donald Winnicott's rethinking of the maternal subject. I conclude
   by drawing on this flexible conception of motherhood to argue that my
   disabled mother's relinquishing of custody over me to her own mother was
   the very gesture in which she accepted and adopted a maternal role.}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Braswell, H (Reprint Author), St Louis Univ, St Louis, MO 63103 USA.
   St Louis Univ, St Louis, MO 63103 USA.}},
DOI = {{10.1111/hypa.12125}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{braswellhs@slu.edu}},
Cited-References = {{BUTLER J, 2000, ANTIGONES CLAIM KINS.
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   Winnicott DW, 1965, MATURATIONAL PROCESS.}},
Number-of-Cited-References = {{33}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{41}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{CA2BC}},
Unique-ID = {{ISI:000348712900015}},
DA = {{2020-03-18}},
}

@article{ ISI:000348712900017,
Author = {Price, Margaret},
Title = {{The Bodymind Problem and the Possibilities of Pain}},
Journal = {{HYPATIA-A JOURNAL OF FEMINIST PHILOSOPHY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1, SI}},
Pages = {{268-284}},
Month = {{WIN}},
Abstract = {{What is a crip politics of bodymind? Drawing upon Rosemarie
   Garland-Thomson's theory of the misfit, I explain my understanding of
   crip and bodymind within a feminist materialist framework, and argue
   that careful investigation of a crip politics of bodymind must involve
   accounting for two key, but under-explored, disability studies (DS)
   concepts: desire and pain. I trace the turn toward desire that has
   characterized DS theory for the last decade, and argue that while
   acknowledging disability desire, we must also attend to the aspects of
   disability, including pain, that are sometimes bad. Although I don't
   argue that pain is always and only bad, I call for recognition of the
   ways pain complicates disability desire, as well as the possibilities it
   opens for specifically located, collective forms of care.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Price, M (Reprint Author), Spelman Coll, Atlanta, GA 30314 USA.
   Spelman Coll, Atlanta, GA 30314 USA.}},
DOI = {{10.1111/hypa.12127}},
ISSN = {{0887-5367}},
EISSN = {{1527-2001}},
Keywords-Plus = {{DISABILITY; QUEER}},
Research-Areas = {{Philosophy; Women's Studies}},
Web-of-Science-Categories  = {{Philosophy; Women's Studies}},
Author-Email = {{price.spelman@gmail.com}},
Cited-References = {{Bednarska Dominika, 2012, RECONSIDERING PAIN W.
   Carlson L, 2010, FACES INTELLECTUAL D.
   CLARE E, 1999, EXILE PRIDE DISABILI.
   Clare Eli, 2009, ELI CLARE.
   CROW L, 1996, ENCOUNTERS STRANGERS.
   Dolls Pussycat, 2005, PCD A M.
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   Sherry Mark, 2013, FEMINIST WIRE   1123.
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   Yergeau Melanie, 2011, DEFEDING REDEFINING.}},
Number-of-Cited-References = {{49}},
Times-Cited = {{46}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{22}},
Journal-ISO = {{Hypatia}},
Doc-Delivery-Number = {{CA2BC}},
Unique-ID = {{ISI:000348712900017}},
DA = {{2020-03-18}},
}

@article{ ISI:000366520700002,
Author = {Ashby, Christine and Jung, Eunyoung and Woodfield, Casey and Vroman,
   Katherine and Orsati, Fernanda},
Title = {{`Wishing to go it alone': the complicated interplay of independence,
   interdependence and agency}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{10}},
Pages = {{1474-1489}},
Month = {{NOV 26}},
Abstract = {{Some individuals with disabilities for whom verbal speech is not
   reliable use facilitated communication to express thoughts and ideas.
   While they may require intensive physical support initially, the goal is
   independent typing. However, this emphasis on fading support and
   independence bears consideration. We utilize a Disability Studies lens
   to frame practices around independence and the complicated interplay
   between interdependence, agency and voice. Based on qualitative analysis
   of communication training sessions, we present four findings: the
   complexity of the message versus fading of physical support, the
   emotional dimensions of independence, the facilitator's navigation of
   multiple roles, and the importance of facilitating agency. We also share
   implications of reframing independence and facilitating agency for the
   communication training process.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ashby, C (Reprint Author), Syracuse Univ, Teaching \& Leadership, Syracuse, NY 13210 USA.
   Ashby, Christine; Jung, Eunyoung; Woodfield, Casey; Vroman, Katherine, Syracuse Univ, Teaching \& Leadership, Syracuse, NY 13210 USA.
   Orsati, Fernanda, Hussman Inst Autism, Catonsville, MD USA.}},
DOI = {{10.1080/09687599.2015.1108901}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{independence; communication; agency; autism; Disability Studies}},
Keywords-Plus = {{FACILITATED COMMUNICATION; DISABILITY; INDIVIDUALS; AUTHORSHIP; STUDENTS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{ceashby@syr.edu}},
Funding-Acknowledgement = {{John P. Hussman Foundation}},
Funding-Text = {{This work was supported by the John P. Hussman Foundation.}},
Cited-References = {{Ashby C, 2010, DISABIL SOC, V25, P345, DOI 10.1080/09687591003701249.
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   Goodley D, 2005, J INTELLECT DISABILI, V9, P333, DOI 10.1177/1744629505059267.
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   KITCHIN R, 2001, DISABILITY STUDIES Q, V21, P61.
   Kliewer C., 1998, SCH CHILDREN SYNDROM.
   Marcus E., 1997, CONTESTED WORDS CONT, P31.
   McCarthy Deborah, 2007, CAMPUS, V12, P10, DOI {[}10.1002/abc.v12:5, DOI 10.1002/ABC.V12:5].
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   Shane H. C., 1994, AM J SPEECH-LANG PAT, V3, P48, DOI DOI 10.1044/1058-0360.0303.48.
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   TRAUSTADOTTIR R, 2006, BRIT J LEARN DISABIL, V34, P175, DOI DOI 10.1111/BLD.2006.34.ISSUE-3.
   Tuzzi A, 2009, INTELLECT DEV DISAB, V47, P373, DOI 10.1352/1934-9556-47.5.373.
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   Wickenden M, 2011, CHILDHOODS TODAY, V5, P1.
   Wurzburg G., 2004, AUTISM IS A WORLD.}},
Number-of-Cited-References = {{35}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{CY6LO}},
Unique-ID = {{ISI:000366520700002}},
DA = {{2020-03-18}},
}

@article{ ISI:000366520700010,
Author = {Bandini, Julia},
Title = {{`Is it just food?': the social implications of celiac disease as a
   disability}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{10}},
Pages = {{1577-1581}},
Month = {{NOV 26}},
Abstract = {{This article focuses on the case of celiac disease, an autoimmune
   disease for which the medical treatment is a gluten-free diet, and the
   social implications of its inclusion as a disability. Under what
   circumstances is celiac disease a disability and what are the
   consequences of such considerations? The article evaluates the expansion
   of the definition of disability and its inclusion of individuals with
   celiac disease, and also considers the macro-level and micro-level
   consequences and social implications for both individuals with celiac
   disease themselves and also for the field of disability studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bandini, J (Reprint Author), Brandeis Univ, Dept Sociol, Waltham, MA 02254 USA.
   Bandini, Julia, Brandeis Univ, Dept Sociol, Waltham, MA 02254 USA.}},
DOI = {{10.1080/09687599.2015.1117198}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{celiac disease; disability; gluten-free; food allergy}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{jbandini@brandeis.edu}},
Cited-References = {{Conrad Peter., 2007, MED SOC TRANSFORMATI.
   Farrell RJ, 2002, NEW ENGL J MED, V346, P180, DOI 10.1056/NEJMra010852.
   Fasano A, 2003, ARCH INTERN MED, V163, P286, DOI 10.1001/archinte.163.3.286.
   Goffman E., 1963, STIGMA NOTES MANAGEM.
   Green PHR, 2007, NEW ENGL J MED, V357, P1731, DOI 10.1056/NEJMra071600.
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   Ludvigsson JF, 2013, AM J GASTROENTEROL, V108, P818, DOI 10.1038/ajg.2013.60.
   MINOW M, 1990, MAKING ALL DIFFERENC.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{CY6LO}},
Unique-ID = {{ISI:000366520700010}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000363598900004,
Author = {Robinson, Chuck},
Title = {{Minority and Becoming-Minor in Octavia Butler's Fledgling}},
Journal = {{SCIENCE-FICTION STUDIES}},
Year = {{2015}},
Volume = {{42}},
Number = {{3}},
Pages = {{483-499}},
Month = {{NOV}},
Abstract = {{Scholarship on the works of Octavia Butler has followed contemporary
   developments of identity politics and rhetorics of difference.
   Compelling readings of Butler exist from the perspectives of critical
   race theory, Afrofuturism, black feminism, queer theory, and most
   recently disability studies. This article argues that these readings
   based in the rhetorics of empowering identification risk neglecting the
   concept of minority explored in much of Butler's writing. Leading with
   the example of her final published novel, Fledgling (2007), this article
   clarifies Butler's conception of minority as an ongoing, dynamic process
   of becoming rather than a static mode of identification. This reading
   makes use of Deleuze and Guattari's terminology of becoming-minor to
   emphasize the disinterest of Butler's emergent minorities in
   majoritarian political ontologies. In the final analysis, this article
   positions Butler as a kind of philosopher-novelist of change, less
   concerned with the contemporary identification and enfranchisement of
   minorities than with the health of humankind's potential for future
   becomings-minor.}},
Publisher = {{SCIENCE-FICTION STUDIES}},
Address = {{DEPAUW UNIV, DEPT ROMANCE LANGUAGES, GREENCASTLE, IN 46135-0037 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Robinson, C (Reprint Author), Univ Memphis, Dept English, Memphis, TN 38152 USA.
   Univ Memphis, Dept English, Memphis, TN 38152 USA.}},
ISSN = {{0091-7729}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{Allen MD, 2009, CALLALOO, V32, P1353, DOI 10.1353/cal.0.0541.
   Andreolle Donna Spalding, 2001, UTOPIAN STUDIES, V12, P114.
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   Brataas Delilah Bermudez, 2006, FDN INT REV SCI FICT, V96, P84.
   Buckman Alyson, 2004, FEMSPEC, V4, P201.
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   Butler Octavia, 1987, DAWN.
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   DeGraw Sharon, 2004, FEMSPEC, V4, P219.
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   Tucker Jeffrey A, 2007, YB ENGLISH STUDIES, V37, P164.
   ZAKI HM, 1990, SCI-FICTION STUD, V17, P239.}},
Number-of-Cited-References = {{30}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Sci.-Fict. Stud.}},
Doc-Delivery-Number = {{CU5VA}},
Unique-ID = {{ISI:000363598900004}},
DA = {{2020-03-18}},
}

@article{ ISI:000363311300004,
Author = {Phalen, Steve},
Title = {{Making Music as Embodied Dialogue}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2015}},
Volume = {{21}},
Number = {{9}},
Pages = {{787-797}},
Month = {{NOV}},
Abstract = {{This essay explores music's value as a meaningful modality of
   self-expression that makes possible dialogic relationships with
   implications for the conduct of qualitative inquiry. To perform music's
   dialogic contours, I draw from my experiences making music with members
   of a non-profit drop-in center for persons living with mental illness.
   Specifically, I share two vignettes that perform autoethnographically
   the musical relationship that unfolded between one member, Jordan, and
   myself. Through our act of making music together, we were able to dwell
   in the spirit of edifying individuation and edifying participation that
   created the possibility for the outward sharing of consequential life
   experiences. Finally, the implications of music's capacity to voice
   embodied meanings for qualitative inquiry are discussed.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Phalen, S (Reprint Author), Univ Wisconsin, Dept Speech Commun \& Theater Arts, B22 KFA, River Falls, WI 54022 USA.
   Phalen, Steve, Univ Wisconsin, River Falls, WI 54022 USA.}},
DOI = {{10.1177/1077800415572393}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{disability studies; pragmatism; methods of inquiry; arts-based inquiry;
   autoethnography; ethnographies; methodologies; performance ethnography;
   dialogue \& music}},
Keywords-Plus = {{HUMAN LIFE; CONSCIOUSNESS}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{spatrickp@gmail.com}},
Cited-References = {{Bakhtin M., 1990, ART ANSWERABILITY EA.
   Beard J, 1982, PSYCHOSOC REHABIL, V5, P47.
   BOWMAN W, 2004, KNOWING BODIES MOVIN, P29, DOI DOI 10.1007/978-1-4020-2023-0.
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   BRESLER L, 2005, MUSIC EDUC RES, V7, P169, DOI DOI 10.1080/14613800500169399.
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   Clubhouse International, 2011, ICCD INT CTR CLUBH D.
   Dewey John, 1934, ART EXPERIENCE.
   Ellis C., 2004, ETHNOGRAPHIC.
   Frith S., 1987, MUSIC SOC POLITICS C, P133.
   Fritz T, 2009, CURR BIOL, V19, P573, DOI 10.1016/j.cub.2009.02.058.
   Goffman E., 1963, STIGMA NOTES MANAGEM.
   Hudgins L., 2013, QUALITATIVE INQUIRIE, V8, P51.
   JACKSON RL, 2001, CLUBHOUSE MODEL EMPO.
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   McKay Colleen E, 2006, Work, V26, P67.
   McRae C, 2009, MUSIC AUTOETHNOGRAPH, P136.
   Merleau-Ponty Maurice, 2002, PHENOMENOLOGY PERCEP.
   Rawlins WK, 2009, COMPASS FRIENDSHIP N.
   Sacks Oliver, 2008, MUSICOPHILIA TALES M.
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   Witz KG, 2006, QUAL INQ, V12, P246, DOI 10.1177/1077800405284365.
   Witz KG, 2011, QUAL INQ, V17, P433, DOI 10.1177/1077800411405167.
   Witz KG, 2010, QUAL INQ, V16, P397, DOI 10.1177/1077800410367477.}},
Number-of-Cited-References = {{32}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{CU1VY}},
Unique-ID = {{ISI:000363311300004}},
DA = {{2020-03-18}},
}

@article{ ISI:000364728300005,
Author = {Baril, Alexandre},
Title = {{transness as debility: rethinking intersections between trans and
   disabled embodiments}},
Journal = {{FEMINIST REVIEW}},
Year = {{2015}},
Number = {{111}},
Pages = {{59-74}},
Month = {{NOV}},
Abstract = {{Some authors in disability studies have identified limits of both the
   medical and social models of disability. They have developed an
   alternative model, which I call the `composite model of disability', to
   theorise societies' ableist norms and structures along with the
   subjective/phenomenological experience of disability. This model
   maintains that ableist oppression is not the only source of suffering
   for disabled people: impairment can be as well. From a feminist, queer,
   trans activist, anti-ableist perspective and using an intersectional,
   autoethnographic methodology, I apply this composite model of disability
   to trans identities to consider the potentially `debilitating' aspects
   of transness. I argue that transness, like disability, has too often
   been perceived from two perspectives, medical or social, without the
   benefit of a third option. From a medical perspective, transness is
   reduced to an individual pathology curable with hormonal/surgical
   treatments, a conceptualisation that erases structural oppression. From
   a social point of view, transness is conceptualised as a neutral
   condition and variation in sex/gender identity. In this model,
   structural oppression (transphobia/cisgenderism) is seen as the only
   cause of `trans suffering'. I argue that, just as the medical and social
   models of disability provide limited opportunities for reflection on the
   complex experience of disability, medical and social understandings of
   transness, respectively, are insufficient to describe the complexity of
   trans experience. I explore the possibilities presented by the
   application of a composite model of disability in trans studies. By both
   problematising cisgenderist oppression and acknowledging trans people's
   subjective experiences of suffering through some of the debilitating
   aspects of transness, this composite model avoids the pitfalls of the
   medical and social models. The application of tools from disability
   studies to trans issues uncovers cisnormativity in disability movements
   and denounces ableism in trans movements. This will, I hope, solidify
   alliances between these communities and fields of study.}},
Publisher = {{PALGRAVE MACMILLAN LTD}},
Address = {{BRUNEL RD BLDG, HOUNDMILLS, BASINGSTOKE RG21 6XS, HANTS, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Baril, A (Reprint Author), Wesleyan Univ, Feminist Gender \& Sexual Studies, Middletown, CT 06459 USA.}},
DOI = {{10.1057/fr.2015.21}},
ISSN = {{0141-7789}},
EISSN = {{1466-4380}},
Keywords = {{debility; transness; trans studies and movements; disability studies and
   movements; intersectionality; autoethnographic methodology}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
ORCID-Numbers = {{Baril, Alexandre/0000-0003-4833-1979}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council (SSHRC)}},
Funding-Text = {{Original text translated from the French by Catriona LeBlanc. Previous
   versions of this paper were presented in January 2015 for a research
   talk at the Department of Gender, Sexuality, and Women's Studies at
   Simon Fraser University; in February 2015 in the Social Death \&
   Survival Thursday Series at Wesleyan University; and in March 2015 for a
   research talk at the Institute of Feminist and Gender Studies at the
   University of Ottawa. I would like to thank participants at these events
   for their valuable questions and suggestions. I would like to thank the
   two anonymous reviewers of this article for their helpful insights, and
   Victoria Pitts-Taylor, Kathryn Trevenen, Catriona LeBlanc, Stephanie
   Mayer, Gabrielle Bouchard and Elisabeth Woods for their attentive
   reading and comments. I would also like to thank the Social Sciences and
   Humanities Research Council (SSHRC) for its generous support.}},
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Number-of-Cited-References = {{47}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Fem. Rev.}},
Doc-Delivery-Number = {{CW1CX}},
Unique-ID = {{ISI:000364728300005}},
DA = {{2020-03-18}},
}

@article{ ISI:000437206400004,
Author = {Damiani, Michelle L. and Harbour, Wendy S.},
Title = {{Being the Wizard behind the Curtain: Teaching Experiences of Graduate
   Teaching Assistants with Disabilities at US Universities}},
Journal = {{INNOVATIVE HIGHER EDUCATION}},
Year = {{2015}},
Volume = {{40}},
Number = {{5}},
Pages = {{399-413}},
Month = {{NOV}},
Abstract = {{This study investigated the teaching experiences of graduate students
   with disabilities, using 12 semi-structured in-person and phone
   interviews. We selected participants using stratified random sampling
   representing diverse disabilities, degree programs, and regions of the
   United States. Findings suggest that students engage in complex
   self-accommodation influenced by their dual roles as students and
   employees. Students also discussed their development as instructors and
   the need for mentoring and campus spaces for disability. We utilize the
   metaphor of the ``wizard behind the curtain{''} to explain how these
   students actively navigate graduate school.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Damiani, ML (Reprint Author), Syracuse Univ, Dept Teaching \& Leadership, 150 Huntington Hall, Syracuse, NY 13244 USA.
   Damiani, Michelle L., Syracuse Univ, Dept Teaching \& Leadership, 150 Huntington Hall, Syracuse, NY 13244 USA.
   Harbour, Wendy S., Syracuse Univ, Inclus Educ, Syracuse, NY USA.}},
DOI = {{10.1007/s10755-015-9326-7}},
ISSN = {{0742-5627}},
EISSN = {{1573-1758}},
Keywords = {{Higher Education; Teaching Assistants; Graduate Students; Disabilities;
   Disability Studies}},
Keywords-Plus = {{FACULTY ATTITUDES; EDUCATION; STUDENTS; DESIGN}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mldamian@syr.edu
   wharbour@syr.edu}},
Cited-References = {{Abram S., 2003, J LAW EDUC, V32, P1.
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Number-of-Cited-References = {{53}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Innov. High. Educ.}},
Doc-Delivery-Number = {{VD5ZP}},
Unique-ID = {{ISI:000437206400004}},
DA = {{2020-03-18}},
}

@article{ ISI:000363042000006,
Author = {Yoshimura, N. and Muraki, S. and Oka, H. and Tanaka, S. and Kawaguchi,
   H. and Nakamura, K. and Akune, T.},
Title = {{Factors affecting changes in the serum levels of 25-hydroxyvitamin D: a
   3-year follow-up of the ROAD study}},
Journal = {{OSTEOPOROSIS INTERNATIONAL}},
Year = {{2015}},
Volume = {{26}},
Number = {{11}},
Pages = {{2597-2605}},
Month = {{NOV}},
Abstract = {{In this 3-year population-based cohort study, among 1346 subjects, the
   mean annual change in the serum 25-hydroxyvitamin D levels was 7.6
   \%/year, which tended to increase during the 3-year period. Multivariate
   regression analysis indicated that the L2-4 bone mineral density and
   total daily energy intake were significant independent associated
   factors.
   Introduction The aim of this study was to clarify the change rate of the
   serum levels of 25-hydroxyvitamin D (25D) and the associated factors in
   a general Japanese population during a 3-year period.
   Methods The baseline survey of Research on Osteoarthritis/osteoporosis
   Against Disability study (ROAD), a large-scale population-based cohort
   study, was performed between 2005 and 2007, and a follow-up survey was
   repeated 3 years later. Among 1690 participants at baseline, the change
   rate of the serum 25D levels were assessed in 1346 individuals (79.6 \%;
   458 men and 888 women) who completed measurements of 25D at both the
   baseline and follow-up examinations. The change rate was calculated, and
   the factors associated with the changes in the 25D levels were
   determined using multivariate regression analysis after adjustment for
   age, gender, body mass index, participated month, and regional
   differences at baseline.
   Results The mean (standard deviation) change rate of the 25D levels in
   all subjects was 7.6 (13.3) \%/year (men, 8.2 {[}12.4] \%/year; women,
   7.3 {[}13.7] \%/year). Multivariate regression analysis indicated that
   higher bone mineral density at lumbar spine L2-4 (p = 0.05) and total
   daily energy intake (p = 0.04) were significantly associated with the
   change rate of the 25D levels.
   Conclusions The serum levels of 25D tended to increase over the 3-year
   period, and higher lumbar bone mineral density and daily energy intake
   were found to be associated with increases in the 25D levels over time.}},
Publisher = {{SPRINGER LONDON LTD}},
Address = {{236 GRAYS INN RD, 6TH FLOOR, LONDON WC1X 8HL, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Yoshimura, N (Reprint Author), Univ Tokyo, Dept Joint Dis Res, Century Med \& Res Ctr 22, Grad Sch Med,Bunkyo Ku, 7-3-1 Hongo, Tokyo 1138655, Japan.
   Yoshimura, N., Univ Tokyo, Dept Joint Dis Res, Century Med \& Res Ctr 22, Grad Sch Med,Bunkyo Ku, Tokyo 1138655, Japan.
   Muraki, S., Univ Tokyo, Dept Clin Motor Syst Med, Century Med \& Res Ctr 22, Grad Sch Med, Tokyo 1138655, Japan.
   Oka, H., Univ Tokyo, Dept Med Res \& Management Musculoskeletal Pain, Century Med \& Res Ctr 22, Grad Sch Med,Bunkyo Ku, Tokyo 1138655, Japan.
   Tanaka, S., Univ Tokyo, Dept Orthopaed Surg, Fac Med, Bunkyo Ku, Tokyo 1138655, Japan.
   Kawaguchi, H., JCHO Tokyo Shinjuku Med Ctr, Shinjyuku Ku, Tokyo 1628542, Japan.
   Nakamura, K.; Akune, T., Natl Rehabil Ctr Persons Disabil, Tokorozawa, Saitama 3598555, Japan.}},
DOI = {{10.1007/s00198-015-3184-0}},
ISSN = {{0937-941X}},
EISSN = {{1433-2965}},
Keywords = {{25-Hydroxyvitamin D; Bone mineral density; Nutrition; Population-based
   cohort study; Risk factors}},
Keywords-Plus = {{BONE-MINERAL DENSITY; VITAMIN-D INADEQUACY; POSTMENOPAUSAL WOMEN;
   FRACTURE RISK; OSTEOPOROSIS; CALCIUM; ADULTS; ASSOCIATION; DEFICIENCY;
   COHORT}},
Research-Areas = {{Endocrinology \& Metabolism}},
Web-of-Science-Categories  = {{Endocrinology \& Metabolism}},
Author-Email = {{YOSHIMURAN-ORT@h.u-tokyo.ac.jp}},
ResearcherID-Numbers = {{Tanaka, Sakae/Y-3061-2019}},
ORCID-Numbers = {{Tanaka, Sakae/0000-0001-9210-9414}},
Funding-Acknowledgement = {{Ministry of Education, Culture, Sports, Science and Technology for
   Scientific ResearchMinistry of Education, Culture, Sports, Science and
   Technology, Japan (MEXT)Japan Society for the Promotion of
   ScienceGrants-in-Aid for Scientific Research (KAKENHI) {[}B26293139,
   B23390172, B20390182, 24659317), C20591737, B23390357, C20591774,
   B23390356, 23659580]; NSFNational Science Foundation (NSF)
   {[}08033011-00262]; Ministry of Health, Labour and Welfare in
   JapanMinistry of Health, Labour and Welfare, Japan {[}H17-Men-eki-009,
   H18-Choujyu-037, H20-Choujyu-009, H23-Chojyu-002, H25-Nanchi-to
   (Men)-005, H25-Chojyu-007]; Japan Osteoporosis SocietyJapan Osteoporosis
   Society; Japanese Orthopaedic AssociationJapanese Orthopaedic
   Association {[}2006-1, 2010-2];  {[}A18689031];  {[}24659666]}},
Funding-Text = {{This work was supported by Grants-in-Aid from the Ministry of Education,
   Culture, Sports, Science and Technology for Scientific Research to NY
   (B26293139, B23390172, B20390182, and Challenging Exploratory Research
   24659317), TA (C20591737, B23390357), and SM (C20591774, B23390356,
   Challenging Exploratory Research 23659580); for Young Scientists to HO
   (A18689031, Challenging Exploratory Research 24659666); and for
   Collaborating Research with NSF to NY (Director; 08033011-00262).
   Moreover, this work was supported by H17-Men-eki-009 (Director, KN),
   H18-Choujyu-037 (Director, TN), H20-Choujyu-009 (Director, NY),
   H23-Chojyu-002 (Director, TA), H25-Nanchi-to (Men)-005 (Director, ST),
   and H25-Chojyu-007 (Director, NY) from the Ministry of Health, Labour
   and Welfare in Japan, and by grants from the Japan Osteoporosis Society
   (NY, SM, HO, and TA), and research aids from the Japanese Orthopaedic
   Association (JOA-Subsidized Science Project Research 2006-1 and 2010-2;
   Director, HK). The authors wish to thank Dr. Takako Nojiri andMr.
   Kazuhiro Hatanaka of the Gobo Public Health Centre; Dr. Naoki
   Hirabayashi of the Kawakami Clinic, Hidakagawa Town; Mrs. Tomoko
   Takijiri, Mrs. Kumiko Shinou, Mrs. Rie Takiguchi, Mrs. Kyoko Maeda, Ms.
   Ikuyo Ueyama, Mrs. Michiko Mori, Mrs. Hisayo Sugimoto, and other members
   of the public office in Hidakagawa Town; Dr. Shinji Matsuda of the
   Shingu Public Health Centre; and Mrs. Tamako Tsutsumi, Mrs. Kanami
   Maeda, Mr. Shoichi Shimoichi, Mrs. Megumi Takino, Mrs. Shuko Okada, Mrs.
   Kazuyo Setoh, Mrs. Chise Ryouno, Mrs. Miki Shimosaki, Mrs. Chika
   Yamaguchi, Mrs. Yuki Shimoji, and other members of the public office in
   Taiji Town for their assistance in locating and scheduling participants
   for examinations. Finally, we also thank Ms. Kyoko Yoshimura, Mrs. Toki
   Sakurai, and Mrs. Saeko Sahara for their assistance with data reduction
   and administration.}},
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Number-of-Cited-References = {{22}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Osteoporosis Int.}},
Doc-Delivery-Number = {{CT8CG}},
Unique-ID = {{ISI:000363042000006}},
DA = {{2020-03-18}},
}

@article{ ISI:000363311300007,
Author = {Forber-Pratt, Anjali J.},
Title = {{``You're Going to Do What?{''} Challenges of Autoethnography in the
   Academy}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2015}},
Volume = {{21}},
Number = {{9}},
Pages = {{821-835}},
Month = {{NOV}},
Abstract = {{This story presents three main challenges faced with creating an
   autoethnography as a dissertation at a prestigious university. These
   challenges include (a) finding the author's voice, (b) negotiating
   university policies and procedures, and (c) addressing validity concerns
   for autoethnography. The resulting autoethnographic account captures
   vulnerable moments and incidents to produce an evocative story about
   becoming a pioneer. A fusion between social science and screenplay
   yields a compelling story where effects of reality and human experience
   come together. These struggles with university's policies and creating a
   form of member-checking contribute to the field of autoethnography with
   regard to qualitative methodology. Embarking on the path less traveled
   while navigating the political system and bureaucracy gives hope to
   others seeking to publish and/or write their autoethnography.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Forber-Pratt, AJ (Reprint Author), Univ Kansas, Beach Ctr Disabil, 1200 Sunnyside Ave, Lawrence, KS 66045 USA.
   Univ Kansas, Beach Ctr Disabil, Lawrence, KS 66045 USA.}},
DOI = {{10.1177/1077800415574908}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{methodologies; autoethnography; ethnographies; ethics; IRBs and academic
   freedoms; decolonizing the academy; pedagogy; disability studies}},
Keywords-Plus = {{QUALITATIVE RESEARCH}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{anjali@ku.edu}},
ResearcherID-Numbers = {{Forber-Pratt, Anjali J./I-9249-2019}},
ORCID-Numbers = {{Forber-Pratt, Anjali J./0000-0001-9061-2382}},
Cited-References = {{BOCHNER AP, 1997, QUALITATIVE INQUIRY, V3, P418, DOI DOI 10.1177/107780049700300404.
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   Wall Sarah, 2008, INT J QUAL METH, P38, DOI DOI 10.1177/160940690800700103.}},
Number-of-Cited-References = {{33}},
Times-Cited = {{16}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{CU1VY}},
Unique-ID = {{ISI:000363311300007}},
DA = {{2020-03-18}},
}

@article{ ISI:000364552100007,
Author = {Stienstra, Deborah},
Title = {{Northern Crises WOMEN'S RELATIONSHIPS AND RESISTANCES TO RESOURCE
   EXTRACTIONS}},
Journal = {{INTERNATIONAL FEMINIST JOURNAL OF POLITICS}},
Year = {{2015}},
Volume = {{17}},
Number = {{4, SI}},
Pages = {{630-651}},
Month = {{OCT 2}},
Note = {{1st Annual International Feminist Journal of Politics Conference (IFJP),
   Bloemfontein, SOUTH AFRICA, AUG 02-04, 2012}},
Abstract = {{Using feminist disability studies and intersectionality, this article
   draws upon the ongoing resource extractions in Labrador, Canada to argue
   for examining local communities and relationships as one way to
   understand gender and global social, economic and environmental crises.
   The article explores how crises in Labrador have been constituted and
   maintained around global agendas of economic and resource development,
   historical and current colonial practices and a limited and constrained
   international relations with local Indigenous nations. The lives of
   women and their communities in Labrador illustrate one wave of a global
   crisis that extinguishes diversity and connection to the land in a race
   to extract natural resources, maintain global military power and gain
   profit in the global economy. The actions over the past thirty years by
   NATO and the Canadian federal, provincial and municipal governments,
   coupled with transnational mining corporations such as Vale, have
   normalized crisis in the communities and reduced the capacity of these
   communities and Indigenous nations to respond to the issues arising as a
   result of the Muskrat Falls hydroelectric development project. Yet the
   women and their communities illustrate their agency and reject an
   analysis of them exclusively as victims. Together with researchers and
   activists, the women in Labrador have built a community of practice in
   the Feminist Northern Network.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article; Proceedings Paper}},
Language = {{English}},
Affiliation = {{Stienstra, D (Reprint Author), Mt St Vincent Univ, Womens Studies, 166 Bedford Highway, Halifax, NS B3J 2J6, Canada.
   Mt St Vincent Univ, Womens Studies, Halifax, NS B3J 2J6, Canada.}},
DOI = {{10.1080/14616742.2015.1060695}},
ISSN = {{1461-6742}},
EISSN = {{1468-4470}},
Keywords = {{feminist disability studies; Indigenous; intersectionality; resource
   development; hydroelectricity}},
Keywords-Plus = {{INTERSECTIONALITY; DISABILITY}},
Research-Areas = {{Government \& Law; Women's Studies}},
Web-of-Science-Categories  = {{Political Science; Women's Studies}},
Author-Email = {{Deborah.stienstra@msvu.ca}},
ORCID-Numbers = {{Stienstra, Deborah/0000-0002-2202-0702}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC); Status of Women
   Canada}},
Funding-Text = {{The research of the Feminist Northern Network was funded by the Social
   Sciences and Humanities Research Council of Canada and Status of Women
   Canada.}},
Cited-References = {{Alacantra C., 2007, CANADIAN J POLITICAL, V40, P185.
   Archibald Linda, 1999, GENDER MATTERED CASE.
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   Cho S, 2013, SIGNS, V38, P785, DOI 10.1086/669608.
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   Evans P., 2012, SETTLEMENT SUBSISTEN, P85.
   Garland-Thomson R, 2011, HYPATIA, V26, P591, DOI 10.1111/j.1527-2001.2011.01206.x.
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   Kirsch M., 2006, INCLUSION EXCLUSION, P1.
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   Lackenbauer P. W., 2007, BATTLE GROUNDS CANAD.
   Lawthom R., 2012, INCLUSIVE COMMUNITIE, P11.
   Levac L., CRITICAL PERSPECTIVE.
   Michelin O., 2014, PERSPECTIVES MUSHUAU.
   Natcher D. C., 2012, SETTLEMENT SUBSISTEN.
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   Stienstra D., 2002, GLOBAL SOC, V16, P109, DOI {[}10.1080/09537320220132884, DOI 10.1080/09537320220132884].
   Stienstra Deborah, 2015, DISABILITY GLOBAL S, V2, P632.
   Wadden M., 2001, NITASSINAN INNU STRU.
   WHO, 2011, WORLD REPORT ON DISABILITY, P1.}},
Number-of-Cited-References = {{27}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{22}},
Journal-ISO = {{Int. Fem. J. Polit.}},
Doc-Delivery-Number = {{CV8QG}},
Unique-ID = {{ISI:000364552100007}},
DA = {{2020-03-18}},
}

@article{ ISI:000362547900006,
Author = {Ellcessor, Elizabeth},
Title = {{Is there a sign for that? Media, American Sign Language interpretation,
   and the paradox of visibility}},
Journal = {{PERSPECTIVES-STUDIES IN TRANSLATION THEORY AND PRACTICE}},
Year = {{2015}},
Volume = {{23}},
Number = {{4, SI}},
Pages = {{586-598}},
Month = {{OCT 2}},
Abstract = {{In the transitions between English and American Sign Language (ASL),
   linguistic and cultural translations are made visible through the
   embodied actions of interpreters. Recent years have seen a spike in
   attention to ASL interpreters, with mainstream media publishing stories
   on Lydia Callis and Holly Maniatty, among others. The very visibility of
   ASL interpretation poses a challenge to the invisibility of media access
   and the place of disability and difference in the public sphere, showing
   alternative arrangements of language, bodies, mediated communication,
   and public engagement. Yet, simultaneously, such visibility is not
   entirely progressive: the gendered and racialized spectacularization of
   ASL interpretation by hearing audiences allows it to remain exoticized
   even as it is briefly made part of public discourse. The double-bind of
   visibility means that appearances of ASL in the public sphere may not
   increase inclusion, but may in fact reinforce hierarchies of language,
   ability, and access.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ellcessor, E (Reprint Author), Indiana Univ, Media Sch, Cinema \& Media Studies, Bloomington, IN 47405 USA.
   Indiana Univ, Media Sch, Cinema \& Media Studies, Bloomington, IN 47405 USA.}},
DOI = {{10.1080/0907676X.2015.1056814}},
ISSN = {{0907-676X}},
EISSN = {{1747-6623}},
Keywords = {{cultural values; gender; interpreting; sign language; disability studies}},
Keywords-Plus = {{INTERNET; COMMUNICATION}},
Research-Areas = {{Linguistics}},
Web-of-Science-Categories  = {{Linguistics; Language \& Linguistics}},
Author-Email = {{eellcess@indiana.edu}},
Cited-References = {{Adams Rachel, 2001, SIDESHOW US FREAKS A.
   Anderson B. R. O., 2006, IMAGINED COMMUNITIES.
   {[}Anonymous], 2012, MOODS L CALLIS BLOOM.
   {[}Anonymous], 2013, TELL ME MOR.
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   Brueggemann BJ, 1997, COLL ENGL, V59, P647, DOI 10.2307/378278.
   Buden B, 2009, TRANSL STUD, V2, P196, DOI 10.1080/14781700902937730.
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   Burke T. B., 2012, SO EXPRESSIVE.
   Carpentier N, 2011, MEDIA AND PARTICIPATION: A SITE OF IDEOLOGICAL-DEMOCRATIC STRUGGLE, P1.
   Conway K, 2011, EVERYONE SAYS NO: PUBLIC SERVICE BROADCASTING AND THE FAILURE OF TRANSLATION, P1.
   Cronin Michael, 2008, TRANSLATION GOES MOV.
   Dahlgren P, 2005, POLIT COMMUN, V22, P147, DOI 10.1080/10584600590933160.
   Dahlgren P, 2005, COMPANION TO TELEVISION, P411, DOI 10.1002/9780470997130.ch23.
   de Linde Z., 1999, SEMIOTICS SUBTITLING.
   deafREVIEW, 2012, OUR SIL STORM WHAT L.
   Duerson M. H., 2014, DEAF BOY COMMUNICATE.
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   Ellcessor E, 2012, TELEV NEW MEDIA, V13, P329, DOI 10.1177/1527476411425251.
   FCC, ACC EM INF TEL.
   Fernandez-Ocampo Anxo, 2014, FRAMING INTERPRETER.
   GARNHAM Nicholas, 1992, HABERMAS PUBLIC SPHE, P359.
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   Habermas J., 1989, STRUCTURAL TRANSFORM.
   Hooks B., 1992, BLACK LOOKS RACE REP.
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   Jardin X, 2012, TWITTER.
   Kellner D., 2003, MEDIA SPECTACLE.
   Longmore Paul, 2001, NEW DISABILITY HIST, P1.
   Lucas Ceil, 2003, WHATS YOUR SIGN PIZZ.
   McCaskill C., 2011, HIDDEN TREASURE BLAC.
   McRuer R, 2006, CRIP THEORY CULTURAL.
   Minich J. A., 2013, ACCESSIBLE CITIZENSH.
   Mulvey L., 1975, SCREEN, V16, P6, DOI DOI 10.1093/SCREEN/16.3.6.
   Nelson A. K., 2013, SLATE           0621.
   Neves J., 2007, SIGN LANGUAGE TRANSL, V1, P251.
   Ouellette Laurie, 2002, VIEWERS YOU PUBLIC T.
   Papacharissi Z, 2002, NEW MEDIA SOC, V4, P9, DOI 10.1177/14614440222226244.
   Papacharissi Z., 2011, NETWORKED SELF IDENT.
   Peters JD, 2001, MEDIA CULT SOC, V23, P707, DOI 10.1177/016344301023006002.
   Pfau R, 2012, SIGN LANGUAGE INT HD.
   Pochhacker F., 2003, INTRO INTERPRETING S.
   Samuels E, 2003, GLQ-J LESBIAN GAY ST, V9, P233, DOI 10.1215/10642684-9-1-2-233.
   Samuels Ellen, 2014, FANTASIES IDENTIFICA.
   Schweik Susan M., 2009, UGLY LAWDISABILITY.
   Siebers Tobin, 2008, DISABILITY THEORY.
   Smith A., 2013, FAKE SIGN LANGUAGE I.
   Titchkosky T., 2011, QUESTION ACCESS DISA.
   Valentine G, 2009, INFORM COMMUN SOC, V12, P44, DOI 10.1080/13691180802158573.
   van Dijck J, 2002, MEDIA CULT SOC, V24, P537, DOI 10.1177/016344370202400405.
   van Dijck J, 2012, TELEV NEW MEDIA, V13, P160, DOI 10.1177/1527476411415291.
   Venuti Laurence, 2008, TRANSLATORS INVISIBI.
   Wagner C. D., 2012, NATL ASS DEAF LETT C.
   Wire C.N.N., 2012, LYD CALL MAYOR M BLO.}},
Number-of-Cited-References = {{57}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Perspect.-Stud. Transl.}},
Doc-Delivery-Number = {{CT1HC}},
Unique-ID = {{ISI:000362547900006}},
DA = {{2020-03-18}},
}

@article{ ISI:000369626000001,
Author = {Verstraete, Pieter},
Title = {{Towards a more fluid understanding of Deaf culture and history: Some
   reflections on the role played by sport organisations for the Deaf in
   the construction of a Deaf culture in Belgium}},
Journal = {{ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2015}},
Volume = {{9}},
Number = {{4}},
Pages = {{265-277}},
Month = {{OCT-DEC}},
Abstract = {{In contemporary disability studies, questions with regard to disability
   culture and disability identity occupy an important place. Generally
   speaking, the notions `culture' and Identity' refer to the manifold and
   divergent attempts and attitudes of persons with disabilities to resist
   the oppressive and often medically inspired strategies and discourses,
   which depict the person with disability as a dependent and pathological
   individual. Also, in disability history, the notions `culture' and
   Identity' have proven successful in order to examine whether, how and to
   what extent people with disabilities have continuously opposed the
   medicalized picture of a helpless and destitute individual. In line with
   this overall interest in Identity-formation processes, we, in this
   article, would like to explore whether and how at the turn of the
   twentieth century there emerged a deaf identity in Belgium. Inspired by
   the work of the French scholar Seguillon, we particularly are interested
   in the role played by sports in the construction of a deaf culture. By
   tracing the emergence and development of the deaf sport movement in
   Belgium, we, on the one hand, would like to sketch out how the Belgian
   deaf population resisted the normalizing procedures in education and
   society at large. On the other hand, we also would like to question the
   idea of a general deaf identity by focusing on particular internal
   differences and frictions. The extensive archival records held by the
   Robert Dresse Center will form the material basis of this research. (C)
   2015 Association ALTER. Published by Elsevier Masson SAS. All rights
   reserved.}},
Publisher = {{ELSEVIER MASSON}},
Address = {{VIA PALEOCAPA 7, 20121 MILANO, ITALY}},
Type = {{Article}},
Language = {{French}},
Affiliation = {{Verstraete, P (Reprint Author), Fac Psychol \& Sci Educ, Ctr Hist Educ, Andreas Vesaliusstr 2,Bus 3763, B-3000 Leuven, Belgium.
   Verstraete, Pieter, Fac Psychol \& Sci Educ, Ctr Hist Educ, Andreas Vesaliusstr 2,Bus 3763, B-3000 Leuven, Belgium.}},
DOI = {{10.1016/j.alter.2015.04.001}},
ISSN = {{1875-0672}},
EISSN = {{1875-0680}},
Keywords = {{Disability history; Fluidity; Deaf culture; Sport organizations;
   Identity}},
Keywords-Plus = {{DISABILITY CULTURE}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{pieter.verstraete@ppw.kuleuven.be}},
ORCID-Numbers = {{Verstraete, Pieter/0000-0002-1482-3687}},
Cited-References = {{Ammons D, 2011, SPORT SOC, V14, P1149, DOI 10.1080/17430437.2011.614772.
   {[}Anonymous], 1883, 3 C INT AM SORT SOUR.
   {[}Anonymous], 1900, BELGIQUE SILENCIEUSE.
   {[}Anonymous], 1924, ONZE VRIEND.
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   Breivik J. K., 2002, ROME TEMPPORARY DEAF.
   Buyens M., 2010, DOVE PERSOON ZIJN VE.
   Buyens M., 2007, GESCHIEDENIS VLAAM 2.
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   D'Hoker M., 1994, VERGETENLICHAAM GESC.
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   Presneau J., 1998, SIGNES I SOURDS 18 1.
   Raemdonck Liesje, 2007, ONGEHOORD VERLEDEN D.
   Rietveld-van Wingerden M., 2010, ONTPLOOING DOOR COMM.
   Seguillon D., 2002, International Journal of the History of Sport, V19, P119, DOI 10.1080/714001694.
   Seguillon D., 1998, THESIS U BORDEAUX 2.
   Verstraete P., 2013, SHADOW IDENTITY RECO.
   Verstraete P, 2009, HIST EDUC REV, V38, P78, DOI 10.1108/08198691200900007.}},
Number-of-Cited-References = {{39}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Alter}},
Doc-Delivery-Number = {{DD0RB}},
Unique-ID = {{ISI:000369626000001}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000436049000005,
Author = {Leadley, Allison},
Title = {{Supersize vs. Superskinny: (Re)framing the freak show in contemporary
   popular culture}},
Journal = {{JOURNAL OF POPULAR TELEVISION}},
Year = {{2015}},
Volume = {{3}},
Number = {{2, SI}},
Pages = {{213-228}},
Month = {{OCT}},
Abstract = {{While the freak show once dominated western stages and was, as scholar
   Robert Bogdan notes, one of the most popular forms of entertainment for
   nearly a century, the increasing concern surrounding the political,
   ethical and moral implications of gazing openly upon abnormal bodies
   cemented the eventual decline of its popularity in the early- to
   mid-twentieth century. However, as scholars have noted, the eventual
   decline of the freak show did not necessarily signal the end to the
   public's fascination with looking at anomalous or extraordinary bodies.
   Instead, this fascination was reconfigured within contemporary culture
   to sites such as reality television, tabloid publications and medical
   documentaries. Within this article, I focus on the popular Channel 4
   reality documentary series: Supersize vs. Superskinny (2008-2014). The
   programme, which spans seven series, follows two pairs of participants
   with disparate body sizes and `extreme' diets as they swap their usual
   meals with one another for one full week in an attempt to challenge
   their current relationship to food and diet. Like the freak show - a
   complex performance practice that extends beyond the sideshow or
   carnival stages to include modes of looking at bodies that included
   medical theatres and lectures, ethnographic displays, and museums -
   Supersize vs. Superskinny is a hybrid of spectacle, entertainment and
   medical clinic, and thus, has emerged as a prime case study of these
   aforementioned contemporary socially sanctioned sites of gazing upon
   Othered bodies. In this article, I intend to conduct a close reading of
   two episodes from within the series as a means of not only exploring the
   aesthetic and narrative similarities between the programme and the
   historic freak show, but to explore how the programme, in its framing
   and presentation of exceptional bodies, implicitly reinforces the moral,
   political and cultural superiority of the so-called `normate'.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Leadley, A (Reprint Author), Univ Toronto, Ctr Drama Theatre \& Performance Studies, 214 Coll St, Toronto, ON M5T 2Z9, Canada.
   Leadley, Allison, Univ Toronto, Ctr Drama Theatre \& Performance Studies, 214 Coll St, Toronto, ON M5T 2Z9, Canada.}},
DOI = {{10.1386/jptv.3.2.213\_1}},
ISSN = {{2046-9861}},
EISSN = {{2046-987X}},
Keywords = {{freak shows; reality television; disability studies; body; fat
   embodiment; eating disorder; abjection; monstrous}},
Research-Areas = {{Film, Radio \& Television}},
Web-of-Science-Categories  = {{Film, Radio, Television}},
Author-Email = {{allison.leadley@mail.utoronto.ca}},
Cited-References = {{Adams Rachel, 2001, SIDESHOW US FREAKS A.
   {[}Anonymous], 2011, AMY VS AMI      0405.
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   Dennett Andrea Stulman, 1996, FREAKERY CULTURAL SP, P315.
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   Foucault M, 1995, DISCIPLINE PUNISH BI.
   Hadley B, 2008, M C J, V11, P3.
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   Shakespeare T., 2001, RES SOCIAL SCI DISAB, V2, P9, DOI DOI 10.1016/S1479-3547(01)80018-X.
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   Stephens E, 2005, DISABILITY STUDIES Q, V25, P3.
   Stephens E., 2012, QUEER SUBJUGATED KNO, P48.
   Stephens Elizabeth, 2011, ANATOMY SPECTACLE PU.
   Thomson R. G., 2009, STARING WE LOOK.
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   Yuan D. D., 1996, FREAKERY CULTURAL SP, P368.}},
Number-of-Cited-References = {{48}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Pop. Telev.}},
Doc-Delivery-Number = {{VD1KU}},
Unique-ID = {{ISI:000436049000005}},
DA = {{2020-03-18}},
}

@article{ ISI:000436049000006,
Author = {Heward, Michelle and Palfreman-Kay, James and Innes, Anthea},
Title = {{In their words: How television and visual media can raise awareness of
   dementia and other health conditions that carry stigma, including
   disabilities}},
Journal = {{JOURNAL OF POPULAR TELEVISION}},
Year = {{2015}},
Volume = {{3}},
Number = {{2, SI}},
Pages = {{229-242}},
Month = {{OCT}},
Abstract = {{This article explores the mutual contribution television and disability
   studies can make to one another, focusing on the role of television and
   visual media in raising awareness and challenging gaps in understanding
   of dementia, a health condition that carries stigma and is framed as a
   disability. The Living Well with Dementia Dorset Video (LWDDV) project
   demonstrates the duality of how creating and disseminating a video
   featuring people with dementia and carers talking about what it means to
   live well with the condition, provides a way to use media to raise
   awareness of dementia. Portraying real-life experiences of people
   affected by dementia was crucial, and enabled these often marginalized
   voices to be heard. Participants discussed experiences of diagnosis,
   post-diagnostic support, adjustments to lifestyle, social activities and
   family relationships. The video was disseminated through You Tube, and
   the impact on understandings of dementia was established through a
   questionnaire. Findings indicate personal stories are a powerful way to
   raise awareness of dementia, an approach that could improve awareness of
   other health conditions that carry stigma, including disabilities. Video
   provides researchers with novel ways to disseminate findings that extend
   to new and wide-ranging audiences.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Heward, M (Reprint Author), Bournemouth Univ, Dementia Inst, PG63 Talbot Campus, Poole BH12 5BB, Dorset, England.
   Heward, Michelle; Innes, Anthea, Bournemouth Univ, Dementia Inst, PG63 Talbot Campus, Poole BH12 5BB, Dorset, England.
   Palfreman-Kay, James, Bournemouth Univ, Poole, Dorset, England.}},
DOI = {{10.1386/jptv.3.2.229\_1}},
ISSN = {{2046-9861}},
EISSN = {{2046-987X}},
Keywords = {{dementia; personal stories; awareness raising; stigma; television
   studies; disability studies}},
Keywords-Plus = {{PEOPLE; REPRESENTATIONS; ALZHEIMERS; LIVES; DEATH}},
Research-Areas = {{Film, Radio \& Television}},
Web-of-Science-Categories  = {{Film, Radio, Television}},
Author-Email = {{mheward@bournemouth.ac.uk
   jmpkay@bournemouth.ac.uk
   ainnes@bournemouth.ac.uk}},
ORCID-Numbers = {{Heward, Michelle/0000-0002-4492-3726}},
Funding-Acknowledgement = {{Bournemouth University; HealthWatch Dorset}},
Funding-Text = {{We would like to thank the participants for sharing their experiences so
   openly in this way. Our thanks go to the gatekeepers that facilitated
   access to the participants. Thank you to Dorset Creative, the video
   production company we worked on the video with, for their creative flair
   and eye for detail. We would also like to thank Bournemouth University
   (contributions received from: Bournemouth University Dementia Institute,
   Carer and Service User Partnership Group, Equality and Diversity team
   and Regional Community Partnerships) and HealthWatch Dorset for funding
   the filming and production costs of the video.}},
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Number-of-Cited-References = {{42}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{J. Pop. Telev.}},
Doc-Delivery-Number = {{VD1KU}},
Unique-ID = {{ISI:000436049000006}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000436049000007,
Author = {Ellis, Katie},
Title = {{Disability in television crime drama: Transgression and access}},
Journal = {{JOURNAL OF POPULAR TELEVISION}},
Year = {{2015}},
Volume = {{3}},
Number = {{2, SI}},
Pages = {{243-259}},
Month = {{OCT}},
Abstract = {{Crime is one of the most persistent genres in recent television history.
   Disability is a narrative device often used in this genre to provide
   information and motivation for criminals, increase the vulnerability of
   victims and in some cases attribute almost superhuman powers of
   deduction to the lead investigators. As such, the most common analysis
   of these images relies on the identification and criticism of
   stereotypes. Yet as recent theorization in disability studies argues,
   focusing on negative stereotypes has seen research into disability and
   television stagnate. Proceeding from the argument that it is important
   to consider both representation and accessibility in any study of
   disability and television, research into Australian audiences with
   disabilities was held to discover what they thought about both the
   representation of disability on television and the potential for
   alternative modes of access. The crime drama emerged as a popular genre
   amongst people with disabilities. Responses to this question reveal
   impairments have a material impact on the kinds of television people
   with disability are able to enjoy watching. This is in contrast to prior
   research into disability and television, which identifies crime genres
   as a disabling representation of disability. These insights reveal that
   forms of storytelling are important and indeed acknowledged by the
   disability community, who seek out popular forms of television despite
   television's traditional role in subordinating this group and excluding
   them from participating in the industry.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ellis, K (Reprint Author), Curtin Univ, Dept Internet Studies, Bentley Campus,GPO Box U1987, Perth, WA 6845, Australia.
   Ellis, Katie, Curtin Univ, Dept Internet Studies, Bentley Campus,GPO Box U1987, Perth, WA 6845, Australia.}},
DOI = {{10.1386/jptv.3.2.243\_1}},
ISSN = {{2046-9861}},
EISSN = {{2046-987X}},
Keywords = {{disability; television; crime drama; survey; accessibility; audiences}},
Keywords-Plus = {{GENDER; MEDIA}},
Research-Areas = {{Film, Radio \& Television}},
Web-of-Science-Categories  = {{Film, Radio, Television}},
Funding-Acknowledgement = {{Australian Research CouncilAustralian Research Council {[}DE130101012]}},
Funding-Text = {{The author gratefully acknowledges funding from the Australian Research
   Council for her Discovery Early Career Researcher Award on Disability
   and Digital Television (DE130101012), which supported her research for
   this article. Thanks also go to Melissa Merchant for her research
   assistance, Scott Hollier for providing accessibility feedback on the
   survey and the people with disabilities who took part.}},
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   Zhang LL, 2013, COMMUN Q, V61, P319, DOI 10.1080/01463373.2013.776988.}},
Number-of-Cited-References = {{77}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Pop. Telev.}},
Doc-Delivery-Number = {{VD1KU}},
Unique-ID = {{ISI:000436049000007}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000361187800006,
Author = {Draycott, Jane},
Title = {{RECONSTRUCTING THE LIVED EXPERIENCE OF DISABILITY IN ANTIQUITY: A CASE
   STUDY FROM ROMAN EGYPT}},
Journal = {{GREECE \& ROME}},
Year = {{2015}},
Volume = {{62}},
Number = {{2}},
Pages = {{189-205}},
Month = {{OCT}},
Abstract = {{Over the last thirty years, the development of disability studies as an
   academic discipline has in turn ensured that interest in disability in
   historical periods has steadily increased. Initially, scholars presented
   an overwhelmingly negative view of disability in antiquity, proceeding
   under the assumption that babies born displaying visible signs of
   deformity or disability were subjected either to infanticide or
   exposure, and that individuals who were subsequently identified as
   suffering from a deformity or disability, or developed either one later
   in life, were ostracized and unable to make any meaningful contribution
   to society. It is only over the last decade that this reductive approach
   has been gradually discredited, and the understanding of disability in
   antiquity has become increasingly nuanced. To date, one monograph has
   been published on deformity and disability in the Graeco-Roman world,
   one monograph on disability in the Greek world and one on disability in
   the Roman world, and one edited volume on disability in antiquity and
   another on disability in the Roman world. These have been complemented
   by investigations into disability in Judaism, Christianity and the
   Bible.}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{EDINBURGH BLDG, SHAFTESBURY RD, CB2 8RU CAMBRIDGE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1017/S0017383515000066}},
ISSN = {{0017-3835}},
EISSN = {{1477-4550}},
Research-Areas = {{Classics}},
Web-of-Science-Categories  = {{Classics}},
Author-Email = {{J.Draycott@uwtsd.ac.uk}},
Cited-References = {{Abrams J. Z., 1998, JUDAISM DISABILITY P.
   Alston R., 1995, SOLDIER SOC ROMAN EG, P129.
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   Bagnall R. S., 2006, DEMOGRAPHY ROMAN EGY, P1.
   Beagon M., 2002, PHILOS POWER GRAECO, P111.
   {*}BIBLE, LUKE, V5.
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   Biezunska-Malowist I., 1957, EOS, V49, P155.
   Bliquez L., 1996, ANRW, V37, P2662.
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   Laes C., 2013, DISABILITIES ROMAN A.
   Laes C, 2014, BEPURKT GEHANDICAPTE.
   Laes C., 2013, WERKSTATT GESCH, V65, P29.
   Laes Chr, 2008, ARCTOS, V42, P85.
   Laes Christian, 2011, Med Secoli, V23, P915.
   Laes Christian, 2013, OXFORD HDB CHILDHOOD, P125.
   Leigh M., 1995, BICS, V40, P195.
   Leven KH., 2004, MAGIC RATIONALITY AN, V27, P369.
   Lewis N., 1983, LIFE EGYPT ROMAN RUL, P161.
   Lipscombe S., 2011, HIST TODAY, V61.
   Marganne M.-H., 1994, OPTHALMOLOGIE EGYPTE.
   Mitchell D., 1997, BODY PHYS DIFFERENCE, P2.
   Nachtergael G., 2005, CE, V80, P244.
   Ohry A., 1982, KOROTH, V8, P63.
   Olyan SM, 2008, DISABILITY IN THE HEBREW BIBLE: INTERPRETING MENTAL AND PHYSICAL DIFFERENCES, P1, DOI 10.1017/CBO9780511499036.
   Pudsey A., 2011, DEMOGRAPHY GRAECO RO, P60.
   Radice Betty, 1963, LETT YOUNGER PLINY.
   Rose M. L., 1997, DISABILITY STUDIES R, P29.
   Rose Martha L., 2013, STAFF OEDIPUS TRANSF.
   Salazar C.F., 2000, TREATMENT WAR WOUNDS.
   Southwell-Wright W., 2013, EMERGING PERSPECTIVE, P67.
   SouthWell-Wright William, 2014, INFANT HLTH DEATH RO, V96, P111.
   Strassi S., 1997, 21 INT PAP BERL, P922.
   Strassi S., 1995, 21 INT PAP BERL, P922.
   Trentin L, 2011, GREECE ROME, V58, P195, DOI 10.1017/S0017383511000143.
   van Minnen P., 1998, JJP, V28, P132.
   van Minnen P., 1998, JJP, V28, P111.
   Wohl V, 2009, CAMBR COMPANION LIT, P162, DOI 10.1017/CCOL9780521860543.011.}},
Number-of-Cited-References = {{59}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Greece Rome}},
Doc-Delivery-Number = {{CR2VC}},
Unique-ID = {{ISI:000361187800006}},
DA = {{2020-03-18}},
}

@article{ ISI:000362946400009,
Author = {Gauci, Vickie and Callus, Anne-Marie},
Title = {{Enabling everything: scale, disability and the film The Theory of
   Everything}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{8}},
Pages = {{1282-1286}},
Month = {{SEP 14}},
Abstract = {{Thisarticlelooks at the representation ofscale in the 2014 film The
   Theory of Everything, identifying moments that relate to three concerns:
   firstly, how disabled people experiencescaleissues at an all too
   practical level in daily life; secondly, how Hawking's experience
   ofscaleat the level of both body and mind is (a)typical of the way it is
   experienced by disabled people generally; and, thirdly, how a focus on
   the film can prompt some rethinking of perspectives both within
   disability studies and within the conceptualisation ofscalemore broadly.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gauci, V (Reprint Author), Univ Malta, Disabil Studies Unit, Fac Social Wellbeing, Msida, Malta.
   Gauci, Vickie; Callus, Anne-Marie, Univ Malta, Disabil Studies Unit, Fac Social Wellbeing, Msida, Malta.}},
DOI = {{10.1080/09687599.2015.1071942}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{scale; disability; The Theory of Everything; Stephen Hawking}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{maria.v.gauci@um.edu.mt}},
ORCID-Numbers = {{Callus, Anne-Marie/0000-0002-3505-3116}},
Cited-References = {{BARNES C, 1997, DOING DISABILITY RES.
   Centre for Universal Design, 2008, RL MAC 1941 1998.
   Hawking S., 2007, DISABILITY ACCESSIBI.
   Imrie R, 2014, DISABILITY SPACES PL, P13.
   Marsh James, 2014, THEORY EVERYTHING.
   Merleau-Ponty Maurice, 2002, PHENOMENOLOGY PERCEP.
   Oliver M., 1990, POLITICS DISABLEMENT.
   Rieser R., 1981, MED MOD SOC MOD.
   ZOLA IK, 1989, MILBANK Q, V67, P401, DOI 10.2307/3350151.}},
Number-of-Cited-References = {{9}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{CT6TX}},
Unique-ID = {{ISI:000362946400009}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000360878100001,
Author = {Overbeek, Mathilde M. and Sterkenburg, Paula S. and Kef, Sabina and
   Schuengel, Carlo},
Title = {{The effectiveness of VIPP-V parenting training for parents of young
   children with a visual or visual-and-intellectual disability: study
   protocol of a multicenter randomized controlled trial}},
Journal = {{TRIALS}},
Year = {{2015}},
Volume = {{16}},
Month = {{SEP 9}},
Abstract = {{Background: Visual or visual-and-intellectual disabilities of children
   make daily interactions more difficult for their parents and may impact
   the quality of the parent-child relationship. To support these parents,
   an existing intervention (Video-feedback Intervention to promote
   Positive Parenting; VIPP; Juffer F, Bakermans-Kranenburg MJ, van
   IJzendoorn MH, 2008. Promoting positive parenting; an attachment-based
   intervention. Mahwah, NJ: Lawrence Erlbaum Associates; 2008) was adapted
   for use with parents of children with a visual or
   visual-and-intellectual disability (VIPP-V). This attachment-based
   intervention was hypothesized to support parents' interpretation and
   understanding of the behavior of their child with a visual or
   visual-and-intellectual disability and respond to their child's signals
   in a sensitive way to improve parent-child interaction quality.
   Methods/Design: A randomized controlled trial (RCT) will be conducted to
   assess the effectiveness of the adapted intervention VIPP-V
   (Video-feedback Intervention to promote Positive Parenting in parents of
   children with Visual or visual-and-intellectual disabilities).
   Parent-child dyads will be randomized into two groups: 50 dyads will
   receive VIPP-V in combination with care-as-usual and 50 dyads will
   receive care-as-usual. Families with a child (1-5 years of age) with a
   visual or visual-and-intellectual disability will be recruited for
   participation in the study. Primary outcome measures are parental
   sensitivity and the quality of parent-child interaction. Secondary
   outcome measures are parental self-efficacy, and parenting stress. To
   assess feasibility of implementation of the intervention the experiences
   of early intervention workers with regard to using VIPP-V are assessed.
   Moderator variables are the child's developmental age, working alliance
   between parent and VIPP-V intervention worker and empathy of the VIPP-V
   intervention worker. Data will be collected approximately one week
   before the intervention starts (T1), one week (T2) and three months (T3)
   after the intervention. Parent-child dyads in the care-as-usual-only
   condition will be assessed at the same time points. Both
   intention-to-treat and completer analyses will be performed.
   Discussion: Descriptive findings in pilot cases suggest benefits from
   VIPP-V, and compatibility with existing services for parents of children
   with a visual or visual-and-intellectual disability. The current study
   will provide insight into the effectiveness of this intervention for
   parents of children with a visual or visual-and-intellectual disability,
   and, if the intervention is effective, prepare the field for broad-scale
   implementation.}},
Publisher = {{BIOMED CENTRAL LTD}},
Address = {{236 GRAYS INN RD, FLOOR 6, LONDON WC1X 8HL, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Overbeek, MM (Reprint Author), Vrije Univ Amsterdam, Dept Clin Child \& Family Studies, Boechorstst 1, NL-1081 BT Amsterdam, Netherlands.
   Overbeek, Mathilde M.; Sterkenburg, Paula S.; Kef, Sabina; Schuengel, Carlo, Vrije Univ Amsterdam, Dept Clin Child \& Family Studies, NL-1081 BT Amsterdam, Netherlands.
   Overbeek, Mathilde M.; Sterkenburg, Paula S.; Kef, Sabina; Schuengel, Carlo, Vrije Univ Amsterdam, Med Ctr, EMGO Inst Hlth \& Care Res, NL-1081 BT Amsterdam, Netherlands.
   Sterkenburg, Paula S., Bartimeus, Doorn, Netherlands.}},
DOI = {{10.1186/s13063-015-0916-6}},
Article-Number = {{401}},
ISSN = {{1745-6215}},
Keywords = {{Visual impairment; Visual-and-intellectual disability; Early
   intervention; Video-feedback; Sensitive responsiveness; Parent-child
   interaction; Parenting; Attachment; Parental self-efficacy; Parenting
   stress}},
Keywords-Plus = {{VIDEO-FEEDBACK INTERVENTION; SENSITIVE DISCIPLINE; WORKING ALLIANCE;
   EMPATHY QUOTIENT; BLIND INFANTS; ATTACHMENT; POPULATION; BEHAVIOR;
   MOTHERS; AUTISM}},
Research-Areas = {{Research \& Experimental Medicine}},
Web-of-Science-Categories  = {{Medicine, Research \& Experimental}},
Author-Email = {{m.m.overbeek@vu.nl}},
ResearcherID-Numbers = {{Schuengel, Carlo/A-7767-2008
   }},
ORCID-Numbers = {{Schuengel, Carlo/0000-0001-5501-3341
   Overbeek, Mathilde/0000-0001-9090-8271}},
Funding-Acknowledgement = {{ZonMw-InZicht; Dutch organization for healthcare research and innovative
   care; Bartimeus {[}60-00635-98-126]; Royal Dutch Visio}},
Funding-Text = {{This study is funded by ZonMw-InZicht, a collaboration of the Dutch
   organization for healthcare research and innovative care and Royal Dutch
   Visio and Bartimeus (project number 60-00635-98-126). This funding
   source had no role in the design of this study and will not have any
   role during its execution, analyses, interpretation of the data, or
   decision to submit results. We want to thank Ans van Eijden (Royal Dutch
   Visio, The Netherlands) and Ellen van den Broek (Royal Dutch Visio, The
   Netherlands) for their feedback on the research proposal, and Judith
   Verwey-Lakerveld and Sanny van der Steen and Janneke Openneer for their
   coordination of the study within Bartimeus respectively Royal Dutch
   Visio. Special thanks go to Ellen van den Broek for all the work she put
   into changing the manual for VIPP-V. Last, but not least, this study
   would not be possible without the effort of the clinical psychologists
   and early intervention workers at Royal Dutch Visio and Bartimeus who
   provide the video-feedback intervention to parents of children with
   visual disabilities. Their commitment to the implementation of this new
   intervention is vital for the success of this study.}},
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Number-of-Cited-References = {{44}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{39}},
Journal-ISO = {{Trials}},
Doc-Delivery-Number = {{CQ8SG}},
Unique-ID = {{ISI:000360878100001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000360696700002,
Author = {Rule, Sarah and Kahonde, Callista and Lorenzo, Theresa},
Title = {{``When I Grow up I Would Like to Be ... ``: Factors Affecting Career
   Choice of Community Disability Workers in Southern Africa}},
Journal = {{INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION}},
Year = {{2015}},
Volume = {{62}},
Number = {{5}},
Pages = {{486-500}},
Month = {{SEP 3}},
Abstract = {{The effectiveness of community based rehabilitation (CBR) programmes
   depends on the calibre of staff recruited and employed. Therefore, this
   study aimed to understand how the life experiences of community
   disability workers (CDWs) in Malawi, Botswana and South Africa
   influenced their choice of career. A life history approach was used to
   gather data from 16 CDWs, involving two interviews of each participant.
   Disability Studies postgraduate students conducted the interviews and
   analysed the data with academic staff, using thematic content analysis.
   It was found that lack of career guidance and information about
   community disability work affected participants' initial choice of
   career. Some ended up in CBR because poor schooling prevented them from
   choosing other careers. Personal experience of disability and exposure
   to role models in rehabilitation motivated the career choice of some.
   The authors make recommendations including the selection of trainees
   with personal experience of disability and CDWs mentoring potential
   recruits.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rule, S (Reprint Author), CBR Educ \& Training Empowerment CREATE, Pietermaritzburg, South Africa.
   Rule, Sarah, CBR Educ \& Training Empowerment CREATE, Pietermaritzburg, South Africa.
   Kahonde, Callista; Lorenzo, Theresa, Univ Cape Town, Sch Hlth \& Rehabil Sci, ZA-7925 Cape Town, South Africa.}},
DOI = {{10.1080/1034912X.2015.1035699}},
ISSN = {{1034-912X}},
EISSN = {{1465-346X}},
Keywords = {{career choice; community based rehabilitation; community disability
   workers; life history; recruitment; selection of personnel; South Africa}},
Keywords-Plus = {{DEVELOPMENTAL-CONTEXTUAL PERSPECTIVE; REHABILITATION; STUDENTS;
   ADOLESCENTS; COLLEGE}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{create3@telkomsa.net}},
Funding-Acknowledgement = {{Programme for the Enhancement of Research Capacity at the Research
   Office, University of Cape Town}},
Funding-Text = {{The authors would like to thank the Programme for the Enhancement of
   Research Capacity at the Research Office, University of Cape Town, for
   funding this study. The authors are grateful for the input and
   discussions from colleagues Prof Roy McConkey, Dr Margie Booyens, Dr
   Ermien van Pletzen and Ms Dorothy Chinguo. The input of the
   post-graduate students, Sylvester Butao, Bryson Kabaso, Zelda Mubi and
   Khadija Mashuke, is gratefully acknowledged as is the willingness of the
   community disability workers to be interviewed. Thanks are also extended
   to Mrs Maria Zuurmond and Mr Joerg Weber for providing guidance for the
   writing of this article.}},
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Number-of-Cited-References = {{29}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Int. J. Disabil. Dev. Educ.}},
Doc-Delivery-Number = {{CQ6EH}},
Unique-ID = {{ISI:000360696700002}},
DA = {{2020-03-18}},
}

@article{ ISI:000361212400005,
Author = {Vogelpoel, Nicholas and Gattenhof, Sandra and Shakespeare-Finch, Jane},
Title = {{Communicating personal amnesty: a model for health promotion in an
   Australian disability context}},
Journal = {{HEALTH PROMOTION INTERNATIONAL}},
Year = {{2015}},
Volume = {{30}},
Number = {{3}},
Pages = {{449-459}},
Month = {{SEP}},
Abstract = {{Currently pathological and illness-centric policy surrounds the
   evaluation of the health status of a person experiencing disability. In
   this research partnerships were built between disability service
   providers, community development organizations and disability arts
   organizations to build a translational evaluative methodology prior to
   implementation of an arts-based workshop that was embedded in a
   strengths-based approach to health and well-being. The model consisted
   of three foci: participation in a pre-designed drama-based workshop
   program; individualized assessment and evaluation of changing health
   status; and longitudinal analysis of participants changing health status
   in their public lives following the culmination of the workshop series.
   Participants (n = 15) were recruited through disability service
   providers and disability arts organizations to complete a 13-week
   workshop series and public performance. The study developed accumulative
   qualitative analysis tools and member-checking methods specific to the
   communication systems used by individual participants. Principle
   findings included increased confidence for verbal and non-verbal
   communicators; increased personal drive, ambition and goal-setting;
   increased arts-based skills including professional engagements as
   artists; demonstrated skills in communicating perceptions of health
   status to private and public spheres. Tangential positive observations
   were evident in the changing recreational, vocational and educational
   activities participants engaged with pre- and post- the workshop series;
   participants advocating for autonomous accommodation and health
   provision and changes in the disability service staff's culture. The
   research is an example of translational health methodologies in
   disability studies.}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vogelpoel, N (Reprint Author), Queensland Univ Technol, Creat Ind Fac, Victoria Pk Rd, Brisbane, Qld 4059, Australia.
   Vogelpoel, Nicholas; Gattenhof, Sandra, Queensland Univ Technol, Creat Ind Fac, Brisbane, Qld 4059, Australia.
   Shakespeare-Finch, Jane, Queensland Univ Technol, Sch Psychol \& Counselling, Brisbane, Qld 4001, Australia.}},
DOI = {{10.1093/heapro/dat060}},
ISSN = {{0957-4824}},
EISSN = {{1460-2245}},
Keywords = {{disability; health promotion programs; participatory research; social
   inclusion}},
Keywords-Plus = {{LIFE; COHERENCE; SCALES; SENSE; ARTS}},
Research-Areas = {{Health Care Sciences \& Services; Public, Environmental \& Occupational
   Health}},
Web-of-Science-Categories  = {{Health Policy \& Services; Public, Environmental \& Occupational Health}},
Author-Email = {{nic.vogelpoel@sense.org.uk}},
ORCID-Numbers = {{Shakespeare-Finch, Jane/0000-0003-4237-1320
   Gattenhof, Sandra/0000-0003-1362-9134}},
Funding-Acknowledgement = {{Australian Postgraduate AwardAustralian Government; Access Arts;
   Cerebral Palsy League of Queensland}},
Funding-Text = {{Research was undertaken as part of a doctoral study by N.V. (2012)
   funded by an Australian Postgraduate Award. Generous support given by
   Access Arts and The Cerebral Palsy League of Queensland.}},
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Number-of-Cited-References = {{30}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Health Promot. Int.}},
Doc-Delivery-Number = {{CR3EC}},
Unique-ID = {{ISI:000361212400005}},
OA = {{Green Published, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000361121200005,
Author = {Chen, Chin-Chih and Hamm, Jill V. and Farmer, Thomas W. and Lambert,
   Kerrylin and Mehtaji, Meera},
Title = {{Exceptionality and Peer Victimization Involvement in Late Childhood:
   Subtypes, Stability, and Social Marginalization}},
Journal = {{REMEDIAL AND SPECIAL EDUCATION}},
Year = {{2015}},
Volume = {{36}},
Number = {{5}},
Pages = {{312-324}},
Month = {{SEP-OCT}},
Abstract = {{This study examined subtypes and stability/change in peer victimization
   involvement among students with exceptionalities. Data were collected
   over spring of fifth grade and fall/spring of sixth grade with 1,861
   students in 36 rural schools as part of a cluster randomized trial of a
   context-based intervention (Supporting Early Adolescent Learning and
   Social Success {[}SEALS]) designed to support students' transition to
   early adolescence. More than 74\% of students with disabilities were
   involved in peer victimization, and they were more likely to be
   nominated as victims and bully-victims than students without
   disabilities. Students with disabilities, but not academically gifted
   students, had more stable involvement in peer victimization over time.
   Being socially marginalized in the network differentiated peer
   victimization stability. Although there were no differences between
   intervention and control schools in students with exceptionalities' peer
   victimization involvement, students with exceptionalities in
   intervention schools were less likely to perceive classmates encouraging
   bullying. Implications of interventions to reduce the risk for peer
   victimization are discussed.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chen, CC (Reprint Author), Virginia Commonwealth Univ, Richmond, VA 23284 USA.
   Chen, Chin-Chih; Farmer, Thomas W.; Mehtaji, Meera, Virginia Commonwealth Univ, Richmond, VA 23284 USA.
   Hamm, Jill V.; Lambert, Kerrylin, Univ N Carolina, Chapel Hill, NC 27515 USA.}},
DOI = {{10.1177/0741932515579242}},
ISSN = {{0741-9325}},
EISSN = {{1538-4756}},
Keywords = {{exceptionalities; peer victimization involvement; social dynamics;
   middle school}},
Keywords-Plus = {{LATE ELEMENTARY-SCHOOL; EARLY ADOLESCENCE; AFRICAN-AMERICAN; MIDDLE
   SCHOOL; DEVELOPMENTAL TRAJECTORIES; NETWORK PLACEMENT;
   GENERAL-EDUCATION; SEALS MODEL; STUDENTS; DISABILITIES}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{ccchen@vcu.edu}},
ORCID-Numbers = {{Chen, Chin-Chih/0000-0002-9503-8145}},
Funding-Acknowledgement = {{Institute of Education SciencesUS Department of Education
   {[}R305A120812, R305A140434]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by grants (R305A120812, R305A140434) from the
   Institute of Education Sciences.}},
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   Peterson JS, 2006, GIFTED CHILD QUART, V50, P148, DOI 10.1177/001698620605000206.
   Rodkin PC, 2011, EDUC LEADERSHIP, V69, P10.
   Rose CA, 2012, INTERV SCH CLIN, V48, P99, DOI 10.1177/1053451211430119.
   Ross SW, 2014, J EMOT BEHAV DISORD, V22, P225, DOI 10.1177/1063426613491429.
   Schwartz D, 2000, J ABNORM CHILD PSYCH, V28, P181, DOI 10.1023/A:1005174831561.
   Shi B, 2012, MERRILL PALMER QUART, V58, P530, DOI 10.1353/mpq.2012.0025.
   Sijtsema JJ, 2009, AGGRESSIVE BEHAV, V35, P57, DOI 10.1002/ab.20282.
   Song S. Y., 2006, 2006 ANN CONV AM PSY.
   Swearer SM, 2012, J SCHOOL PSYCHOL, V50, P503, DOI 10.1016/j.jsp.2012.04.001.
   Vaillancourt T, 2006, AGGRESSIVE BEHAV, V32, P396, DOI 10.1002/ab.20138.
   Veenstra R, 2010, CHILD DEV, V81, P480, DOI 10.1111/j.1467-8624.2009.01411.x.
   Wilson T, 2011, CHILD DEV, V82, P1454, DOI 10.1111/j.1467-8624.2011.01634.x.
   Witvliet M, 2010, SOC DEV, V19, P285, DOI 10.1111/j.1467-9507.2009.00544.x.}},
Number-of-Cited-References = {{54}},
Times-Cited = {{11}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{26}},
Journal-ISO = {{Remedial Spec. Educ.}},
Doc-Delivery-Number = {{CR1YL}},
Unique-ID = {{ISI:000361121200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000360464800009,
Author = {Puri, Sudan and Bhattarai, Dipesh and Adhikari, Prakash and Shrestha,
   Jyoti Baba and Paudel, Nabin},
Title = {{Burden of ocular and visual disorders among pupils in special schools in
   Nepal}},
Journal = {{ARCHIVES OF DISEASE IN CHILDHOOD}},
Year = {{2015}},
Volume = {{100}},
Number = {{9}},
Pages = {{834-837}},
Month = {{SEP}},
Abstract = {{Objectives To determine detailed oculo-visual characteristics of
   children with intellectual disability studying in special schools and
   explore the burden of visual impairment.
   Design of the study Detailed ophthalmic examination was carried out in
   all pupils studying at the seven special needs schools of Kathmandu
   valley, Nepal. Ophthalmic examination included case history, presenting
   distance visual acuity, cycloplegic refraction, binocular vision
   examination, contrast sensitivity and anterior and posterior segment
   evaluation.
   Main outcome measures Ocular and visual status of children.
   Results Refractive errors (40\%) and strabismus (17\%) were the
   commonest visual disorders in our study children. Ninety-five per cent
   of the children who had clinically significant refractive errors
   presented without any correction. Visual impairment was present in 25\%
   of the children. Severe visual impairment or worse was present in 3\% of
   the children. Other common ocular findings were conjunctivitis,
   blepharitis, chalazion and ectropion.
   Conclusions High prevalence of preventable visual impairment in this
   population requires immediate attention. It is hoped that the
   formulation of proper vision care guidelines at a national level may
   help in early detection and management of visual disorders in this
   special population and enhance their quality of life.}},
Publisher = {{BMJ PUBLISHING GROUP}},
Address = {{BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Puri, S (Reprint Author), BP Koirala Lions Ctr Ophthalm Studies, Inst Med, Maitrinagar 2, Kathmandu 977, Nepal.
   Puri, Sudan; Shrestha, Jyoti Baba, BP Koirala Lions Ctr Ophthalm Studies, Inst Med, Kathmandu 977, Nepal.
   Bhattarai, Dipesh, BP Eye Fdn, Kathmandu, Nepal.
   Adhikari, Prakash, Queensland Univ Technol, Sch Optometry \& Vis Sci, Brisbane, Qld 4001, Australia.
   Paudel, Nabin, Univ Auckland, Dept Optometry \& Vis Sci, Auckland 1, New Zealand.}},
DOI = {{10.1136/archdischild-2014-308131}},
ISSN = {{0003-9888}},
EISSN = {{1468-2044}},
Keywords-Plus = {{CHILDREN; DEFECTS}},
Research-Areas = {{Pediatrics}},
Web-of-Science-Categories  = {{Pediatrics}},
Author-Email = {{purisudan@iom.edu.np}},
ResearcherID-Numbers = {{Paudel, Nabin/W-3265-2019
   }},
ORCID-Numbers = {{Paudel, Nabin/0000-0003-1583-9856
   Adhikari, Prakash/0000-0003-4834-8500}},
Cited-References = {{{[}Anonymous], 2015, CHANCE DEFINITION BL.
   Chen AH, 2003, CLIN EXP OPHTHALMOL, V31, P430, DOI 10.1046/j.1442-9071.2003.00691.x.
   Coulter RA, 2015, OPTOMETRY VISION SCI, V92, P31, DOI 10.1097/OPX.0000000000000442.
   Das M, 2010, ARCH DIS CHILD, V95, P888, DOI 10.1136/adc.2009.159053.
   Fazzi E, 2012, DEV MED CHILD NEUROL, V54, P730, DOI 10.1111/j.1469-8749.2012.04324.x.
   Ghising R, 2007, Nepal Med Coll J, V9, P262.
   Ikeda J, 2013, J AUTISM DEV DISORD, V43, P1447, DOI 10.1007/s10803-012-1475-2.
   Kwok SK, 1996, J INTELL DISABIL RES, V40, P330, DOI 10.1111/j.1365-2788.1996.tb00638.x.
   Leat SJ, 2004, OPTOMETRY VISION SCI, V81, P245, DOI 10.1097/00006324-200404000-00010.
   Marasini S, 2011, OPTOM VIS DEV, V42, P10.
   Nielsen LS, 2007, ACTA OPHTHALMOL SCAN, V85, P419, DOI 10.1111/j.1600-0420.2007.00881.x.
   Onore C, 2012, BRAIN BEHAV IMMUN, V26, P383, DOI 10.1016/j.bbi.2011.08.007.
   Paudel N, 2010, CLIN EXP OPTOM, V93, P83, DOI 10.1111/j.1444-0938.2010.00458.x.
   Nielsen LS, 2007, ACTA OPHTHALMOL SCAN, V85, P149, DOI 10.1111/j.1600-0420.2006.00867.x.
   Sapkota YD, 2008, OPHTHAL EPIDEMIOL, V15, P17, DOI 10.1080/09286580701772011.
   Watt T, 2015, CLIN EXP OPTOM, V98, P3, DOI 10.1111/cxo.12232.
   Williams C, 2014, BRIT J OPHTHALMOL, V98, P6, DOI 10.1136/bjophthalmol-2013-304225.
   Woodhouse JM, 2014, ARCH DIS CHILD, V99, P500, DOI 10.1136/archdischild-2013-304866.}},
Number-of-Cited-References = {{18}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Arch. Dis. Child.}},
Doc-Delivery-Number = {{CQ2XD}},
Unique-ID = {{ISI:000360464800009}},
DA = {{2020-03-18}},
}

@article{ ISI:000360289400005,
Author = {Smith, Louisa},
Title = {{Introducing Disability Studies}},
Journal = {{JOURNAL OF SOCIOLOGY}},
Year = {{2015}},
Volume = {{51}},
Number = {{3}},
Pages = {{NP8-NP9}},
Month = {{SEP}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Smith, L (Reprint Author), Univ Sydney, Sydney, NSW 2006, Australia.
   Smith, Louisa, Univ Sydney, Sydney, NSW 2006, Australia.}},
DOI = {{10.1177/1440783314532582}},
ISSN = {{1440-7833}},
EISSN = {{1741-2978}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Cited-References = {{Berger Ronald J., 2013, INTRO DISABILITY STU.
   Watson Nick, 2012, ROUTLEDGE HDB DISABI.}},
Number-of-Cited-References = {{2}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Sociol.}},
Doc-Delivery-Number = {{CQ0ME}},
Unique-ID = {{ISI:000360289400005}},
DA = {{2020-03-18}},
}

@article{ ISI:000410275100005,
Author = {Ronksley-Pavia, Michelle},
Title = {{A Model of Twice-Exceptionality: Explaining and Defining the Apparent
   Paradoxical Combination of Disability and Giftedness in Childhood}},
Journal = {{JOURNAL FOR THE EDUCATION OF THE GIFTED}},
Year = {{2015}},
Volume = {{38}},
Number = {{3}},
Pages = {{318-340}},
Month = {{SEP}},
Abstract = {{The literature on twice-exceptionality suggests one of the main problems
   facing twice-exceptional children is that there is no consensus on the
   definition of the terms disability or giftedness and, consequently, the
   term twice-exceptional. Endeavoring to define these specific terms loops
   back on itself to legislation based on the medical model of disability
   and the defining of giftedness in a limited way, frequently through high
   achievement and performance, which contradicts the generally accepted
   notion of giftedness in Australia. It appears that a model is needed to
   define the apparent paradoxical term, not only for scholars within the
   field but also for educators and the wider community of students and
   parents/guardians. This article examines the contextual contributing
   factors in the creation of a model of twice-exceptionality, creating a
   preliminary point for discourse on disability, giftedness, and
   twice-exceptionality on which it is anticipated that future research can
   be grounded.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ronksley-Pavia, M (Reprint Author), Griffith Univ, Parklands Dr, Southport, Qld 4122, Australia.
   Ronksley-Pavia, Michelle, Griffith Univ, Nathan, Qld, Australia.}},
DOI = {{10.1177/0162353215592499}},
ISSN = {{0162-3532}},
EISSN = {{2162-9501}},
Keywords = {{twice-exceptional; gifted education; disability studies}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{m.ronksley-pavia@griffith.edu.au}},
Cited-References = {{Al-Hroub A, 2011, J EDUC GIFTED, V34, P7, DOI 10.1177/016235321003400102.
   Ambrose D, 2010, J EDUC GIFTED, V33, P453, DOI 10.1177/016235321003300402.
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   Carroll L., 1872, LOOKING GLASS.
   Coates H., 2011, RES BRIEFING AUSTR S, V11.
   Coleman MR, 2005, TEACH EXCEPT CHILD, V38, P5, DOI 10.1177/004005990503800101.
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   Education Queensland, 2015, INCL ED POL STAT.
   Education Queensland, 2007, ED ADJ PROGR EAP VER.
   Education Queensland, 2013, GIFT ED EQ POL.
   Nielsen ME, 2005, TEACH EXCEPT CHILD, V38, P8, DOI 10.1177/004005990503800102.
   Flynn JR, 1999, AM PSYCHOL, V54, P5, DOI 10.1037/0003-066X.54.1.5.
   Foley-Nicpon M, 2013, GIFTED CHILD QUART, V57, P169, DOI 10.1177/0016986213490021.
   FORD D, 2002, ROEPER REV, V24, P52, DOI DOI 10.1080/02783190209554129.
   Frances Allen, 2012, PSYCHOL TODAY.
   Freeman J., 2005, CONCEPTIONS GIFTEDNE, P80, DOI DOI 10.1017/CBO9780511610455.
   French S., 2008, DISABILITY EQUAL TER, P129.
   French S., 2008, DISABILITY EQUAL TER, P7.
   Gabel S., 1999, DISABILITY DISCOURSE, P38.
   Gagne F., 2008, BUILDING GIFTS TALEN.
   Gagne F., 2012, BUILDING GIFTS TALEN.
   Geake J., 1999, AUSTR J GIFTED ED, V8, P57.
   Goggin G, 2005, DISABILITY AUSTR EXP.
   Goodley D, 2005, DISABIL SOC, V20, P135, DOI 10.1080/09687590500059077.
   Gray J, 2008, AUST J EDUC, V52, P197, DOI 10.1177/000494410805200207.
   Hallahan D. P., 1980, EXCEPTIONAL ED INTRO.
   HANCHER M, 1981, J AESTHET ART CRITIC, V40, P49, DOI 10.2307/430352.
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   McDowell M, 2012, J PAEDIATR CHILD H, V48, P2, DOI 10.1111/j.1440-1754.2011.02394.x.
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   Office of Special Education Programs, 2004, BUILD LEG IDEA 2004.
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   Priestley M., 2001, DISABILITY LIFE COUR.
   Priestley M., 2003, DISABILITY LIFE COUR.
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   Saxton M, 2000, PRENATAL TESTING DIS, P147.
   Silverman L. K., 2003, HDB GIFTED ED, P533.
   Silverman L. K., 2005, 2 EDGED SWORD COMPEN.
   Silverman L. K., 2013, GIFTEDNESS 101.
   Singh V, 2009, DISABIL SOC, V24, P129, DOI 10.1080/09687590802652363.
   Society for Humanistic Psychology, OP LETT DSM 5.
   Srikanthan G, 2007, INT J EDUC MANAG, V21, P173, DOI 10.1108/09513540710738647.
   State Government of Victoria Department of Education and Training, 2015, ASS SERV.
   Swain John, 1999, DISABILITY DISCOURSE, P68.
   Tannenbaum A.J., 1983, LEARNING DISABLED GI, P11.
   The British Psychological Society, 2011, RESP AM PSYCH ASS DS.
   Thomas C., 2007, SOCIOLOGIES DISABILI.
   Trail B. A., 2011, TWICE EXCEPTIONAL GI.
   United Nations Department of Economic and Social Affairs, 2004, UN DIS PERS 1 50 YEA.
   Utley C. A., 2001, SPECIAL ED MULTICULT.
   VESPI L, 1992, J EDUC GIFTED, V16, P55, DOI 10.1177/016235329201600107.
   Waksler F. C., 1991, STUDYING SOCIAL WORL, P60.
   Walsh K, 2013, MED EDUC, V47, P856, DOI 10.1111/medu.12242.
   Watson N, 1999, LIFE DISABLED CHILD.
   Wilder E., 2006, WHEELING DEALING LIV.
   Winzer M., 2010, FDN SPECIAL ED CHILD.
   WOLBRING G, 2001, DISABILITY LIFE COUR, P38.
   Wood S., 2009, J APPL REHABILITATIO, V40, P11.
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   Wormald C., 2011, AUSTRALASIAN J GIFTE, V20, P5.
   Yewchuk C., 1993, INT HDB RES DEV GIFT, P709.
   2011, WORLD REP DIS, P1.}},
Number-of-Cited-References = {{87}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{J. Educ. Gift.}},
Doc-Delivery-Number = {{VA7BK}},
Unique-ID = {{ISI:000410275100005}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000409798500002,
Author = {Marx-Wolf, Heidi and Upson-Saia, Kristi},
Title = {{The State of the Question: Religion, Medicine, Disability, and Health in
   Late Antiquity}},
Journal = {{JOURNAL OF LATE ANTIQUITY}},
Year = {{2015}},
Volume = {{8}},
Number = {{2}},
Pages = {{257-272}},
Month = {{FAL}},
Abstract = {{This essay provides an overview of the scholarship on the intersections
   between religion and health-related topics (specifi cally, medicine,
   illness, and disability) in Late Antiquity. We characterize the dominant
   approaches in two, somewhat distinct scholarly trajectories-the History
   of Medicine and Disability Studies-and urge future scholars to better
   integrate the insights of each approach. We also identify a range of
   common methodological missteps that plague the scholarly work to date in
   the hopes of refi ning the methodology of future scholarship.}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Marx-Wolf, H (Reprint Author), Univ Manitoba, Winnipeg, MB, Canada.
   Marx-Wolf, Heidi, Univ Manitoba, Winnipeg, MB, Canada.
   Upson-Saia, Kristi, Occidental Coll, Los Angeles, CA USA.}},
DOI = {{10.1353/jla.2015.0029}},
ISSN = {{1939-6716}},
EISSN = {{1942-1273}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{Heidi.Marx-Wolf@umanitoba.ca
   upsonsaia@oxy.edu}},
Number-of-Cited-References = {{0}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Late Antiquity}},
Doc-Delivery-Number = {{VA3HS}},
Unique-ID = {{ISI:000409798500002}},
DA = {{2020-03-18}},
}

@article{ ISI:000360697000011,
Author = {Long, Sarah},
Title = {{Squashed dreams and rare breeds: ableism and the arbiters of life and
   death}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{7}},
Pages = {{1118-1122}},
Month = {{AUG 9}},
Abstract = {{The week beginning 29 June 2015 is not just historic for the closure of
   the Independent Living Fund in the United Kingdom, but for me was the
   week they decided that my life is not worth investing in; they being NHS
   England, NICE and, with them, the Department of Health. They chose not
   to support the enzyme replacement therapy that has been not only keeping
   me alive, but giving me a quality of life - enabling me to return to
   finish my Disability Studies PhD exploring how Christian leaders explain
   disability, where ethics have become the main topic, and to rebuild my
   career - or so I thought.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Long, S (Reprint Author), Univ Bath, Social \& Policy Sci, Bath BA2 7AY, Avon, England.
   Univ Bath, Social \& Policy Sci, Bath BA2 7AY, Avon, England.}},
DOI = {{10.1080/09687599.2015.1070544}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{ableism; eugenics; institutional discrimination; quality of life; ultra
   rare impairments; wellbeing}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{s.a.long@bath.ac.uk}},
Cited-References = {{Action Duchenne, 2015, DUCH COMM FAIL NHS E.
   Adams B, 2013, PHARMA TIMES     MAY.
   Ashcroft R. E, 2005, VIRTUAL MENTOR, V7.
   Hendriksz C., 2012, RE PEOPLE RARE DIS N.
   Mullin F., 2015, THESE PEOPLE SAY THE.
   NICE, 2015, NICE ASKS CO FURTH I.
   Schlander M, 2015, EXPERT REV PHARM OUT, V15, P171, DOI 10.1586/14737167.2015.965156.
   Schlander M, 2014, J COMP EFFECT RES, V3, P399, DOI {[}10.2217/cer.14.34, 10.2217/CER.14.34].
   Tucker E., 2015, MORQUIO SYNDROME DRU.
   Wise J., 2010, BRIT MED J, V340.}},
Number-of-Cited-References = {{10}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{CQ6EK}},
Unique-ID = {{ISI:000360697000011}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000357801900006,
Author = {Williams, LaVerne McQuiller and Porter, Judy L.},
Title = {{The Relationship Between Child Maltreatment and Partner Violence
   Victimization and Perpetration Among College Students: Focus on Auditory
   Status and Gender}},
Journal = {{JOURNAL OF INTERPERSONAL VIOLENCE}},
Year = {{2015}},
Volume = {{30}},
Number = {{13}},
Pages = {{2304-2325}},
Month = {{AUG}},
Abstract = {{Partner violence is a pervasive public health concern that has received
   significant attention over the past three decades. Although a number of
   studies have reported that college students who are Deaf or hard of
   hearing are at an increased risk of experiencing partner violence
   compared with their hearing counterparts, little is known about partner
   violence perpetration among college students who are Deaf or hard of
   hearing. Furthermore, beyond disability, studies examining partner
   violence among students with disabilities tend to ignore other potential
   risk factors that may increase the risk of partner violence as a victim
   and/or a perpetrator. This exploratory study examines the extent of
   partner violence among male and female college students by auditory
   status and the relationship between experiencing and perpetrating
   partner abuse (i.e., physical abuse and psychological abuse) and child
   maltreatment (i.e., witnessing abuse and experiencing child physical
   abuse). The study also examines gender differences in the relationship
   between child maltreatment and physical and psychological abuse
   victimization and perpetration. Data were collected from a sample of
   approximately 680 college students at a northeastern university.
   Findings indicate that having witnessed interparental abuse as a child
   was only significant for being an adult victim of physical abuse. Having
   been a child victim of parental abuse was not significant for any of the
   abuse measures. Gender was only significant for being an adult victim of
   physical abuse. Deaf students were significantly more likely to report
   all abuse measures. Implications and directions for further research are
   discussed.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Williams, LM (Reprint Author), Rochester Inst Technol, Dept Criminal Justice, 93 Lomb Mem Dr, Rochester, NY 14623 USA.
   Williams, LaVerne McQuiller; Porter, Judy L., Rochester Inst Technol, Criminal Justice, Rochester, NY 14623 USA.}},
DOI = {{10.1177/0886260514552443}},
ISSN = {{0886-2605}},
EISSN = {{1552-6518}},
Keywords = {{partner violence; dating violence; college students; child maltreatment;
   Deaf; hard of hearing}},
Keywords-Plus = {{FAMILY-OF-ORIGIN; ADOLESCENT DATING VIOLENCE; CONFLICT-TACTICS-SCALES;
   INTERGENERATIONAL TRANSMISSION; DOMESTIC VIOLENCE; PSYCHOMETRIC DATA;
   NATIONAL SAMPLE; SEXUAL ASSAULT; ABUSE; PREDICTORS}},
Research-Areas = {{Criminology \& Penology; Family Studies; Psychology}},
Web-of-Science-Categories  = {{Criminology \& Penology; Family Studies; Psychology, Applied}},
Author-Email = {{llmgcj@rit.edu}},
Cited-References = {{Anderson M. L., 2010, THESIS GALLAUDET U W.
   Anderson ML, 2012, J DEAF STUD DEAF EDU, V17, P273, DOI 10.1093/deafed/enr048.
   Anderson ML, 2011, VIOLENCE AGAINST WOM, V17, P822, DOI 10.1177/1077801211412544.
   Anderson ML, 2011, AGGRESS VIOLENT BEH, V16, P200, DOI 10.1016/j.avb.2011.02.006.
   Anderson ML, 2010, J FAM VIOLENCE, V25, P475, DOI 10.1007/s10896-010-9308-6.
   Avant EM, 2011, J INTERPERS VIOLENCE, V26, P3080, DOI 10.1177/0886260510390954.
   Barrow L. B., 2008, CRIMINAL VICTIMIZATI.
   Black DS, 2010, J INTERPERS VIOLENCE, V25, P1022, DOI 10.1177/0886260509340539.
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Number-of-Cited-References = {{58}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{28}},
Journal-ISO = {{J. Interpers. Violence}},
Doc-Delivery-Number = {{CM6ME}},
Unique-ID = {{ISI:000357801900006}},
DA = {{2020-03-18}},
}

@article{ ISI:000358507300005,
Author = {St Pierre, Joshua},
Title = {{Cripping Communication: Speech, Disability, and Exclusion in Liberal
   Humanist and Posthumanist Discourse}},
Journal = {{COMMUNICATION THEORY}},
Year = {{2015}},
Volume = {{25}},
Number = {{3}},
Pages = {{330-348}},
Month = {{AUG}},
Abstract = {{In this article, I bring communication and disability studies into
   dialogue, arguing that speech communication has long been a dilemma
   within liberal humanism and posthumanism. While humanism venerates
   speech as the most privileged manifestation of rational human identity,
   it defers the immanent tension in speech between universal and
   particular by excluding nonnormative voices from the realm of rational
   discourse. The reconfiguration of the humanist subject into the
   posthuman privileges informationally flexible and malleable bodies. The
   disabled speaker provides an important critique of the ableism and
   exclusion latent within communication theory and offers new modes of
   thinking about posthuman communication as an embodied and impure
   activity based on noise, relationality, and reciprocity.}},
Publisher = {{OXFORD UNIV PRESS INC}},
Address = {{JOURNALS DEPT, 2001 EVANS RD, CARY, NC 27513 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{St Pierre, J (Reprint Author), Univ Alberta, Dept Philosophy, Edmonton, AB, Canada.
   Univ Alberta, Dept Philosophy, Edmonton, AB, Canada.}},
DOI = {{10.1111/comt.12054}},
ISSN = {{1050-3293}},
EISSN = {{1468-2885}},
Keywords = {{Speech; Information Theory; Liberal Humanism; Posthumanism; Reason;
   Subjectivity; Disability Studies; Embodiment}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{joshualstpierre@gmail.com}},
Cited-References = {{{[}Anonymous], 2013, STAR            1018.
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Number-of-Cited-References = {{31}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{15}},
Journal-ISO = {{Commun. Theory}},
Doc-Delivery-Number = {{CN5XP}},
Unique-ID = {{ISI:000358507300005}},
DA = {{2020-03-18}},
}

@article{ ISI:000358204500005,
Author = {Schijven, Esmee P. and Engels, Rutger C. M. E. and Kleinjan, Marloes and
   Poelen, Evelien A. P.},
Title = {{Evaluating a selective prevention program for substance use and comorbid
   behavioral problems in adolescents with mild to borderline intellectual
   disabilities: Study protocol of a randomized controlled trial}},
Journal = {{BMC PSYCHIATRY}},
Year = {{2015}},
Volume = {{15}},
Month = {{JUL 22}},
Abstract = {{Background: Substance use and abuse is a growing problem among
   adolescents with mild to borderline intellectual disabilities (ID).
   Substance use patterns in general population are similar to patterns
   among non-disabled peers, but substance use has more negative
   consequences for adolescents with mild to borderline ID, and they are at
   an increased risk for developing a substance use disorder. Nevertheless,
   effective and evidence based prevention programs for this groups are
   lacking. The study described in this protocol tested the effectiveness
   of a selective intervention aimed at reducing substance use in
   adolescents with mild to borderline ID and behavioral problems. In the
   intervention, participants acquire competences to deal with their
   high-risk personality traits.
   Methods: A randomized controlled trial will be conducted among
   14-21-year old adolescents with mild to borderline ID and behavioral
   problems admitted to treatment facilities in the Netherlands. Inclusion
   criteria are previous substance use and personality risk for substance
   use. Participants will be individually randomized to the intervention (n
   = 70) or control (n = 70) groups. The intervention group will be exposed
   to six individual sessions and five group sessions carried out by two
   qualified trainers over six-week period. Primary outcomes will be the
   percentage reduction in substance use (for alcohol: percentage decrease
   of binge drinking, weekly use and problematic use, for cannabis: the
   percentage decrease of lifetime cannabis use and weekly use and for hard
   drug: the percentage decrease of lifetime use). Secondary outcomes will
   be motives for substance use, intention to use, and internalizing and
   externalizing behavioral problems. All outcome measures will be assessed
   after two, six, and twelve months after the intervention.
   Discussion: This study protocol describes the design of an effectiveness
   study of a selective prevention program for substance use in adolescents
   with mild to borderline ID and behavioral problems. We expect a
   significant reduction in alcohol, cannabis and hard drug use among
   adolescents in the intervention group compared with the control group.}},
Publisher = {{BMC}},
Address = {{CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Schijven, EP (Reprint Author), Pluryn, Res \& Dev, POB 53, NL-6500 AB Nijmegen, Netherlands.
   Schijven, Esmee P.; Poelen, Evelien A. P., Pluryn, Res \& Dev, NL-6500 AB Nijmegen, Netherlands.
   Schijven, Esmee P.; Engels, Rutger C. M. E.; Kleinjan, Marloes; Poelen, Evelien A. P., Radboud Univ Nijmegen, Inst Behav Sci, NL-6500 HE Nijmegen, Netherlands.
   Engels, Rutger C. M. E.; Kleinjan, Marloes, Netherlands Inst Mental Hlth \& Addict, Trimbos Inst, Utrecht, Netherlands.}},
DOI = {{10.1186/s12888-015-0563-1}},
Article-Number = {{167}},
EISSN = {{1471-244X}},
Keywords = {{Substance use; Intellectual disabilities; Intervention; Adolescents;
   Study protocol}},
Keywords-Plus = {{ALCOHOL REINFORCEMENT; DRINKING MOTIVES; PERSONALITY; SENSITIVITY;
   ANXIETY; PEOPLE; RISK; IMPLEMENTATION; INTERVENTIONS; PREVALENCE}},
Research-Areas = {{Psychiatry}},
Web-of-Science-Categories  = {{Psychiatry}},
Author-Email = {{eschijven@pluryn.nl}},
ResearcherID-Numbers = {{Kleinjan, Marloes/AAF-1128-2019
   }},
ORCID-Numbers = {{Engels, Rutger/0000-0003-1944-9126
   Kleinjan, Marloes/0000-0002-4545-5549}},
Funding-Acknowledgement = {{Fonds NutsOrha research grant {[}1402-061]}},
Funding-Text = {{The study is supported by a Fonds NutsOrha research grant (project no.
   1402-061). We thank Joanneke van der Nagel and Jeroen Lammers for their
   contributions to the development of the intervention.}},
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Number-of-Cited-References = {{52}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{19}},
Journal-ISO = {{BMC Psychiatry}},
Doc-Delivery-Number = {{CN1UB}},
Unique-ID = {{ISI:000358204500005}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000357321800003,
Author = {Lalvani, Priya},
Title = {{Disability, Stigma and Otherness: Perspectives of Parents and Teachers}},
Journal = {{INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION}},
Year = {{2015}},
Volume = {{62}},
Number = {{4}},
Pages = {{379-393}},
Month = {{JUL 4}},
Abstract = {{This qualitative study explored the perspectives of parents and teachers
   in the US with regard to the meaning and implications of disability in
   the context of schoolling, and of raising a child with a disability. The
   findings revealed broad conceptual differences in the perspectives of
   these two groups. Teachers' beliefs were generally consistent with
   medical model perspectives on disability as biologically defined.
   Parents' interpretations, more aligned with a sociocultural paradigm,
   were situated in the cultural meanings ascribed to disability and linked
   with issues of stigma, marginalisation and access. The findings also
   revealed the existence of master narratives on families of children with
   disabilities, entrenched in assumptions of pathological functioning and
   negative outcomes among these families. Implications for
   professional-family partnerships in the education of students with
   disabilities are discussed.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lalvani, P (Reprint Author), Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Montclair, NJ 07043 USA.
   Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Montclair, NJ 07043 USA.}},
DOI = {{10.1080/1034912X.2015.1029877}},
ISSN = {{1034-912X}},
EISSN = {{1465-346X}},
Keywords = {{parents' perceptions; dominant discourses; teachers' beliefs about
   disability; disability studies; social model of disability; families of
   children with disabilities; professional-family partnerships;
   sociocultural contexts of disability}},
Keywords-Plus = {{PERCEPTIONS; NARRATIVES; FAMILIES; CHILDREN; REALITY}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{lalvanip@mail.montclair.edu}},
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Number-of-Cited-References = {{36}},
Times-Cited = {{17}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{23}},
Journal-ISO = {{Int. J. Disabil. Dev. Educ.}},
Doc-Delivery-Number = {{CL9TU}},
Unique-ID = {{ISI:000357321800003}},
DA = {{2020-03-18}},
}

@article{ ISI:000355595600002,
Author = {Krell, Elias D.},
Title = {{``Who's the Crack Whore at the End?{''} Performance, Violence, and Sonic
   Borderlands in the Music of Yva las Vegass}},
Journal = {{TEXT AND PERFORMANCE QUARTERLY}},
Year = {{2015}},
Volume = {{35}},
Number = {{2-3}},
Pages = {{95-118}},
Month = {{JUL 3}},
Abstract = {{This essay amplifies sonic borderlands as a sonic lens for the
   intersections of performance and violence in the music of Yva las
   Vegass. Foregrounding voice, sonic borderlands is a theoretical and
   experiential marker for identities and bodies that occupy geographic and
   discursive borderlands. The research intervenes in a genealogy of the
   utopic in queer performance, demonstrating that it is precisely in
   performance that some subjects encounter the most physical and psychical
   violence. Extending queer and transgender of color critique into the
   fields of ethnomusicology and performance studies, the discussion
   conversely brings theoretical frameworks in voice, performance, and
   music, into Latino/a studies, Black feminisms, disability studies, and
   queer and transgender of color critique.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Krell, ED (Reprint Author), Vassar Coll, Womens Studies, 124 Raymond Ave,Box 265, Poughkeepsie, NY 12604 USA.
   Krell, Elias D., Vassar Coll, Womens Studies Program, Poughkeepsie, NY 12604 USA.}},
DOI = {{10.1080/10462937.2015.1037339}},
ISSN = {{1046-2937}},
EISSN = {{1479-5760}},
Keywords = {{Voice; Violence; Latinidad; Transgender; Borderlands}},
Keywords-Plus = {{IDENTITY}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{elkrell@vassar.edu}},
Cited-References = {{Ahmed S., 2004, CULTURAL POLITICS EM.
   Alarcon N, 1996, DISPLACEMENT DIASPOR, P41.
   Anzaldua G., 1987, BORDERLANDS FRONTERA.
   Barthes R., 1977, IMAGE MUSIC TEXT, P179.
   Berne P, 2008, TELLING STORIES CHAN, P201.
   binaohan b, 2014, DECOLONIZING TRANSGE.
   binaohan b., 2014, I JUST WANT FREEDOM.
   Butler Judith, 1990, GENDER TROUBLE FEMIN.
   Calvente Lisa, 2013, 2013 SUMM I PERF PER.
   Cardenas Maritza, 2014, AM STUD ASS ANN M WE.
   Cohen S, 1998, MAPPINGS, P269.
   Collins P. H., 2004, BLACK SEXUAL POLITIC.
   CONQUERGOOD D, 2006, SAGE HDB PERFORMANCE, P351, DOI DOI 10.4135/9781412976145.
   Cusick Suzanne G., 1999, AUDIBLE TRACES GENDE, P25.
   Davis A., 1983, WOMEN RACE CLASS.
   Davis D. E., 2002, GENDER STRUGGLES PRA, P214.
   di Leonardo Micaela, 1998, EXOTICS HOME ANTHR O.
   Dolan Jill, 2005, UTOPIA PERFORMANCE F.
   Gayatri Gopinath, 2005, IMPOSSIBLE DESIRES Q.
   Goffman E., 1959, PRESENTATION SELF EV.
   GROSSBERG L, 1997, DANCING SPITE MYSELF.
   Haraway D., 1991, SIMIANS CYBORGS WOME.
   Harper Douglas, 2001, NUNCIO.
   Hernandez Daisy, 2008, COLORLINES      0107.
   Hernandez R, 2012, PERFORMING US LATINA, P235.
   Holland S. P, 2012, EROTIC LIFE RACISM.
   Incite! Women of Color against Violence, 2007, REV WILL NOT BE FUND.
   Johnson EP, 2011, PERFORM INTERV, P147.
   Johnson E. Patrick, 2003, APPROPRIATING BLACKN.
   Johnson EP, 2008, SWEET TEA: BLACK GAY MEN OF THE SOUTH, P1.
   Keeling Kara, 2007, WITCHS FLIGHT CINEMA.
   Kheshti R, 2011, AM QUART, V63, P711.
   KOESTENBAUM W, 1993, QUEENS THROAT OPERA.
   Krell Elias D., 2014, NEW YORK U MUSIC DEP.
   Kun J, 2005, AMER CROSSROAD, V18, P1.
   Kun J, 2011, PERFORM INTERV, P17.
   Las Vegass Yva, 2013, COMMUNICATION.
   Las Vegass Yva, 2012, COMMUNICATION.
   Las Vegass Yva, 2007, LIFE TIMES YVA LAS V.
   Las Vegass Yva, 2011, COMMUNICATION.
   Las Vegass Yva, 2014, COMMUNICATION.
   Las Vegass Yva, 2015, COMMUNICATION.
   Las Vegass Yva, 2012, I WAS BORN PLACE SUN.
   Lorde A., 1984, SISTER OUTSIDER ESSA, P40.
   Moraga Cherrie, 2015, THIS BRIDGE CALLED M.
   Moten Fred., 2003, BREAK AESTHETICS BLA.
   Munoz J. E., 2009, CRUISING UTOPIA THEN.
   Munoz JE, 1999, DISIDENTIFICATIONS Q.
   Pineda RD, 2009, TEXT PERFORM Q, V29, P183, DOI 10.1080/10462930902774874.
   Puar Jasbir, 2007, TERRORIST ASSEMBLAGE.
   Pullum Geoffrey, 2006, LANGUAGE LOG.
   Rivera S., 2002, GENDERQUEER VOICES S, P67.
   Rivera-Servera RH, 2011, PERFORM INTERV, P97.
   Rivera-Servera Ramon H., 2012, PERFORMING QUEER LAT.
   Rodriguez Juana, 2014, SEXUAL FUTURES QUEER.
   Rushing Andrea Benton, 1999, FEMINIST THEORY BODY, P371.
   Salaam K. I., 2002, COLONIZE THIS YOUNG, P326.
   Shlasko Davey, 2015, FEMINISTING     0203.
   Smith A., 2005, CONQUEST SEXUAL VIOL.
   Vaid-Menon Alok, 2015, TIMELINE        0221.
   Vaid-Menon Alok, 2014, QUEER TRANS COL INT.
   Xavier Emanuel, 2008, MARIPOSAS MODERN ANT.}},
Number-of-Cited-References = {{62}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Text Perform. Q.}},
Doc-Delivery-Number = {{CJ6HV}},
Unique-ID = {{ISI:000355595600002}},
DA = {{2020-03-18}},
}

@article{ ISI:000358787600007,
Author = {Bullen, Ross},
Title = {{Geography and the Production of Space in Nineteenth-Century American
   Literature.}},
Journal = {{CANADIAN REVIEW OF AMERICAN STUDIES}},
Year = {{2015}},
Volume = {{45}},
Number = {{2}},
Pages = {{259-270}},
Month = {{JUL}},
Abstract = {{In this review, I look at recent texts by Yunte Huang, Hsuan Hsu, and
   Cynthia Wu on the transpacific literature and culture of the United
   States, noting how each of their books make significant and original
   contributions to this emerging critical field. All three books draw on
   transpacific methodologies (among other discourses) to generate
   fascinating new readings of well-known US literary and cultural texts,
   includingin all three critical studiesHerman Melville's Moby-Dick.
   Although each of these books embraces its own method and scope, reading
   all three together provides a compelling snapshot of the development of
   transpacific American studies over the past half-decade, and suggests
   some of the new areas in which these methodologies are making critical
   headway.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Bullen, R (Reprint Author), OCAD Univ, English, Toronto, ON, Canada.
   Bullen, Ross, OCAD Univ, English, Toronto, ON, Canada.}},
ISSN = {{0007-7720}},
EISSN = {{1710-114X}},
Keywords = {{Yunte Huang; Hsuan Hsu; Cynthia Wu; transpacific criticism; Asian
   American studies; cultural geography; disability studies; Herman
   Melville}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Cited-References = {{Hsu Hsuan, 2010, GEOGRAPHY PRODUCTION.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Can. Rev. Am. Stud.}},
Doc-Delivery-Number = {{CN9RV}},
Unique-ID = {{ISI:000358787600007}},
DA = {{2020-03-18}},
}

@article{ ISI:000358787600009,
Author = {Bullen, Ross},
Title = {{Chang and Eng Reconnected: The Original Siamese Twins in American
   Culture}},
Journal = {{CANADIAN REVIEW OF AMERICAN STUDIES}},
Year = {{2015}},
Volume = {{45}},
Number = {{2}},
Pages = {{259-270}},
Month = {{JUL}},
Abstract = {{In this review, I look at recent texts by Yunte Huang, Hsuan Hsu, and
   Cynthia Wu on the transpacific literature and culture of the United
   States, noting how each of their books make significant and original
   contributions to this emerging critical field. All three books draw on
   transpacific methodologies (among other discourses) to generate
   fascinating new readings of well-known US literary and cultural texts,
   including-in all three critical studies-Herman Melville's Moby-Dick.
   Although each of these books embraces its own method and scope, reading
   all three together provides a compelling snapshot of the development of
   transpacific American studies over the past half-decade, and suggests
   some of the new areas in which these methodologies are making critical
   headway.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Bullen, R (Reprint Author), OCAD Univ, English, Toronto, ON, Canada.
   Bullen, Ross, OCAD Univ, English, Toronto, ON, Canada.}},
ISSN = {{0007-7720}},
EISSN = {{1710-114X}},
Keywords = {{Yunte Huang; Hsuan Hsu; Cynthia Wu; transpacific criticism; Asian
   American studies; cultural geography; disability studies; Herman
   Melville}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Cited-References = {{Wu Cynthia, 2012, CHANG ENG RECONNECTE.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Can. Rev. Am. Stud.}},
Doc-Delivery-Number = {{CN9RV}},
Unique-ID = {{ISI:000358787600009}},
DA = {{2020-03-18}},
}

@article{ ISI:000358787600008,
Author = {Bullen, Ross},
Title = {{Transpacific Imaginations: History, Literature, Counterpoetics}},
Journal = {{CANADIAN REVIEW OF AMERICAN STUDIES}},
Year = {{2015}},
Volume = {{45}},
Number = {{2}},
Pages = {{259-270}},
Month = {{JUL}},
Abstract = {{In this review, I look at recent texts by Yunte Huang, Hsuan Hsu, and
   Cynthia Wu on the transpacific literature and culture of the United
   States, noting how each of their books make significant and original
   contributions to this emerging critical field. All three books draw on
   transpacific methodologies (among other discourses) to generate
   fascinating new readings of well-known US literary and cultural texts,
   including-in all three critical studies-Herman Melville's Moby-Dick.
   Although each of these books embraces its own method and scope, reading
   all three together provides a compelling snapshot of the development of
   transpacific American studies over the past half-decade, and suggests
   some of the new areas in which these methodologies are making critical
   headway.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Bullen, R (Reprint Author), OCAD Univ, English, Toronto, ON, Canada.
   Bullen, Ross, OCAD Univ, English, Toronto, ON, Canada.}},
ISSN = {{0007-7720}},
EISSN = {{1710-114X}},
Keywords = {{Yunte Huang; Hsuan Hsu; Cynthia Wu; transpacific criticism; Asian
   American studies; cultural geography; disability studies; Herman
   Melville}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Cited-References = {{Huang Yunte, 2008, TRANSPACIFIC IMAGINA.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Can. Rev. Am. Stud.}},
Doc-Delivery-Number = {{CN9RV}},
Unique-ID = {{ISI:000358787600008}},
DA = {{2020-03-18}},
}

@article{ ISI:000356877700012,
Author = {Sisti, Dominic A.},
Title = {{Naturalism and the social model of disability: allied or antithetical?}},
Journal = {{JOURNAL OF MEDICAL ETHICS}},
Year = {{2015}},
Volume = {{41}},
Number = {{7}},
Pages = {{553-556}},
Month = {{JUL}},
Abstract = {{The question of how disability should be defined is fraught with
   political, ethical and philosophical complexities. The social model of
   disability, which posits that disability is socially and politically
   constructed and is characterised by systemic barriers, has enjoyed broad
   acceptance that is exemplified by the slow but steady progress in
   securing civil rights for persons with disabilities. Yet, there remains
   a palpable tension between disability studies scholars and activists and
   bioethicists. While philosophers and bioethicists should heed the
   theories developed from the standpoint of persons with disabilities,
   disability activists should acknowledge the possibility that
   philosophical theories about the basic reality of disease, illness,
   health, function and impairment offer a more steady foundation for
   social or political critiques of disability. I argue that naturalistic
   theories of function and dysfunction provide a valuable starting point
   to clarify questions about the broader concept of disability. A
   naturalist theory of function may serve as the core of the concept of
   disability and provide disability scholars and bioethicists alike a
   stronger set of arguments in analysing real or potential instances of
   disability.}},
Publisher = {{BMJ PUBLISHING GROUP}},
Address = {{BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sisti, DA (Reprint Author), Univ Penn, Perelman Sch Med, Dept Med Eth \& Hlth Policy, 3401 Market St,Suite 320, Philadelphia, PA 19104 USA.
   Univ Penn, Perelman Sch Med, Dept Med Eth \& Hlth Policy, Philadelphia, PA 19104 USA.}},
DOI = {{10.1136/medethics-2014-102127}},
ISSN = {{0306-6800}},
EISSN = {{1473-4257}},
Keywords-Plus = {{DISEASE}},
Research-Areas = {{Social Sciences - Other Topics; Medical Ethics; Social Issues;
   Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Ethics; Medical Ethics; Social Issues; Social Sciences, Biomedical}},
Author-Email = {{sistid@mail.med.upenn.edu}},
ORCID-Numbers = {{Sisti, Dominic/0000-0002-2282-9253}},
Cited-References = {{Amundson R, 2005, QUALITY LIFE HUMAN D, P101, DOI DOI 10.1017/CB09780511614590.005.
   Bolton D., 2008, WHAT IS MENTAL DISOR, P115.
   BOORSE C, 1977, PHILOS SCI, V44, P542, DOI 10.1086/288768.
   BOORSE C, 1975, PHILOS PUBLIC AFF, V5, P49.
   BOORSE C, 1976, J THEOR SOC BEHAV, V6, P61, DOI 10.1111/j.1468-5914.1976.tb00359.x.
   BOORSE C, 1997, BIOMED ETHICS REV, P1.
   Boorse C., 1997, WHAT IS DIS, p{[}3, 20].
   Boorse C., 2010, DISABILITY MED THEOR, V104, P169.
   Drake S, 2005, HASTINGS CENT REP, V35, pCOVER3.
   Edwards SD, 1997, J MED PHILOS, V22, P589.
   ENGELHARDT HT, 1996, FDN BIOETHICS.
   Fulford KWM, 2001, J MED ETHICS, V27, P80, DOI 10.1136/jme.27.2.80.
   Kuczewski Mark G., 2001, American Journal of Bioethics, V1, P36, DOI 10.1162/152651601750418026.
   Nordenfelt L, 1997, J MED PHILOS, V22, P607.
   Nordenfelt L., 1997, DISABILITIES THEIR C.
   SCADDING JG, 1963, BRIT MED J, P1425, DOI 10.1136/bmj.2.5370.1425.
   Shakespeare T, 1997, DISABIL SOC, V12, P293, DOI 10.1080/09687599727380.
   Vehmas S, 2008, J MED ETHICS, V34, P93, DOI 10.1136/jme.2006.019042.
   Vehmas S., 2009, ARGUING DISABILITY P, P93.
   WAKEFIELD JC, 1992, AM PSYCHOL, V47, P373, DOI 10.1037/0003-066X.47.3.373.
   World Health Organization, 2007, DIS HLTH ICF END ALL, P191.}},
Number-of-Cited-References = {{21}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{J. Med. Ethics}},
Doc-Delivery-Number = {{CL3UZ}},
Unique-ID = {{ISI:000356877700012}},
OA = {{Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000356311000003,
Author = {Finley, Susan},
Title = {{Embodied Homelessness: The Pros/Thesis of Art Research}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2015}},
Volume = {{21}},
Number = {{6, SI}},
Pages = {{504-509}},
Month = {{JUL}},
Abstract = {{I locate my art and scholarship in the liminal spaces between the
   contrived socially and historically constructed metanarratives that
   explain poverty and the actual lived experiences of street youths,
   residents in tent communities, and sheltered and unsheltered children in
   America. Murals, poetry, re-purposed design and constructions, found
   art, and ecoaesthetics have been used for the telling of these personal
   experiences in an attempt to make meanings of the contradictions and
   unspoken assumptions of social metanarratives, unbalanced as they are
   with the fractured lives imposed by homeless-otherness. It is in this
   context of art-making and in order to extend and expand their proposed
   functions prosthetically, linking the present with the past, the
   familiar with the strange, to see and understand the one from the other
   back and forth, and again that I explore the expansion, extension, and
   intersection of cultural spaces that represent the premise of Charles
   Garoian's book The Prosthetic Pedagogy of Art.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Finley, S (Reprint Author), Washington State Univ, Educ \& Publ Affairs, 14204 NE Salmon Creek Ave, Vancouver, WA 98686 USA.
   Finley, Susan, Washington State Univ, Vancouver, WA 98686 USA.}},
DOI = {{10.1177/1077800415581886}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{arts-based inquiry; methods of inquiry; critical pedagogy; pedagogy;
   disability studies}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{finley@wsu.edu}},
Cited-References = {{ARTAUD A, 1976, {[}No title captured].
   Deleuze G., 1987, 1000 PLATEAUS CAPITA.
   Dolan D, 2013, NY TIMES, P1.
   Finley S., 2001, 3 DIM COLL INST GALL.
   Finley S., 1999, ANN M AM ED RES ASS.
   Finley S, 2001, J CURRICULUM THEORIZ, V17, P13.
   Garoian C., 2013, PROSTHETIC PEDAGOGY.
   Shakespeare T., 2001, EXPLORING THEORIES E, V2, P9, DOI DOI 10.1016/S1479-3547(01)80018-X.
   Sontag S., 1989, ILLNESS METAPHOR AID.
   White B., 2012, HAVE DONE JUDGEMENT.}},
Number-of-Cited-References = {{10}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{CK6AU}},
Unique-ID = {{ISI:000356311000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000356311000010,
Author = {Valente, Joseph Michael and Boldt, Gail M.},
Title = {{The Rhizome of the Deaf Child}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2015}},
Volume = {{21}},
Number = {{6, SI}},
Pages = {{562-574}},
Month = {{JUL}},
Abstract = {{This article provides an analysis of the binary construction of human
   communication as it is represented in the debates about pediatric
   cochlear implantation. While the authors express their concern about
   interests that promote pathologizing assumptions about deafness and
   downplay the known challenges and limitations of cochlear implants,
   their goal in this article is to call attention to the complex and
   diverse ways deaf children and adults experience their communicative
   difference. Drawing from disability studies, deaf studies, the work of
   Deleuze and Guattari, and Charles Garoian's 2013 The Prosthetic Pedagogy
   of Art, the authors scrutinize binary conceptualizations of spoken
   language and sign language, and deaf/Deaf and hearing. In place of
   binaries, the authors explore human communication in ways that
   denaturalize boundaries between, across, and within deaf and hearing
   communities. The authors draw from Garoian to tie Deleuze and Guattari's
   notion of anomaly to Snoddon and Underwood's 2013 discussion of
   plurilingualism to argue that communicative competence is always
   relational, emergent, and constantly shifting and that which is
   positioned as anomalous is that which simultaneously creates potential
   for the emergence of new ways of being. The authors invite readers to
   enter the rhizome and navigate in-between spaces where bodies as
   multiplicities can thrive.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Valente, JM (Reprint Author), Penn State Univ, 169 Chambers Bldg, University Pk, PA 16802 USA.
   Valente, Joseph Michael; Boldt, Gail M., Penn State Univ, State Coll, PA USA.}},
DOI = {{10.1177/1077800415581885}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{disability studies; cultural politics; politics and culture;
   cross-disciplinary methodology; methodologies}},
Keywords-Plus = {{COCHLEAR IMPLANTS; SIGN-LANGUAGE; EDUCATION}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{jvalente@psu.edu}},
Cited-References = {{{[}Anonymous], 2011, NY TIMES.
   Archbold S. M., 2002, DEAFNESS ED INT, V4, P12, DOI DOI 10.1002/DEI.114.
   Baglieri S, 2011, REM SPEC EDUC, V32, P267, DOI 10.1177/0741932510362200.
   Bahan B., 2010, DEAF STUDIES DIGITAL, V2.
   Bauman H. D., 2010, OXFORD HDB DEAF STUD, P210.
   Bauman H.-D. L., 2008, ESSAYS PHILOS, V9, P1.
   Blamey P., 2003, OXFORD HDB DEAF STUD, P241.
   Blamey PJ, 2001, J SPEECH LANG HEAR R, V44, P264, DOI 10.1044/1092-4388(2001/022).
   BREIVIK JK, 2005, DEAF IDENTITIES MAKI.
   Brueggemann Brenda Jo, 2009, DEAF SUBJECTS IDENTI.
   Burch S., 2010, DEAF DISABILITY STUD.
   Chang DT, 2010, ARCH OTOLARYNGOL, V136, P648, DOI 10.1001/archoto.2010.90.
   Christiansen J. B., 2011, COCHLEAR IMPLANTS EV, P39.
   Christiansen J. B., 2010, REFLECTIONS MY LIFE.
   Clark GM, 2013, JAMA-J AM MED ASSOC, V310, P1225, DOI 10.1001/jama.2013.278142.
   Colletti L, 2012, OTOLARYNG HEAD NECK, V147, P139, DOI 10.1177/0194599812441572.
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   Fjord LL, 2001, SCAND AUDIOL, V30, P110, DOI 10.1080/010503901750166844.
   Gallaudet Research Institute, 2010, DEM.
   Garoian C., 2013, PROSTHETIC PEDAGOGY.
   Grosjean F, 2010, INT J BILING EDUC BI, V13, P133, DOI 10.1080/13670050903474051.
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   Hughes B, 2007, DISABIL SOC, V22, P673, DOI 10.1080/09687590701659527.
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   Klima E., 1979, SIGNS LANGUAGE.
   Ladd P., 2003, UNDERSTANDING DEAF C.
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   Leeson Lorraine, 2012, IRISH SIGN LANGUAGE.
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   Luft P., 2012, J AM DEAFNESS REHABI, V45, P292.
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Number-of-Cited-References = {{76}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{CK6AU}},
Unique-ID = {{ISI:000356311000010}},
DA = {{2020-03-18}},
}

@article{ ISI:000356676200077,
Author = {Orellana, Carmen and Rosello, Monica and Monfort, Sandra and Mayo, Sonia
   and Oltra, Silvestre and Martinez, Francisco},
Title = {{Pure Duplication of 19p13.3 in Three Members of a Family with
   Intellectual Disability and Literature Review. Definition of a New
   Microduplication Syndrome}},
Journal = {{AMERICAN JOURNAL OF MEDICAL GENETICS PART A}},
Year = {{2015}},
Volume = {{167}},
Number = {{7}},
Pages = {{1614-1620}},
Month = {{JUL}},
Abstract = {{This paper describes the presence of an interstitial pure duplication of
   19p13.3 (4.95Mb) in a patient with intellectual disability studied by
   array-CGH which was initially considered as a de novo alteration. The
   discovery of the same chromosomal alteration in a first-degree cousin of
   this patient led us to investigate the presence of insertional
   translocations, which were consequently found in three family
   generations. The same duplication was found in three intellectually
   disabled patients and among the translocation carrier family members a
   very high incidence of miscarriages are reported. A review of other
   published cases has allowed us to find three other patients with a
   similar pure duplication, all of them sharing some common clinical
   findings such as intrauterine growth retardation, microcephaly, motor
   and speech delay, moderate to severe intellectual disability, and
   dysmorphic features. These findings allow us to suggest the presence of
   a new microduplication syndrome in chromosomal region 19p13.3. (C) 2015
   Wiley Periodicals, Inc.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Orellana, C (Reprint Author), Hosp Univ \& Politecn La Fe, Edificio Anat Patol 2A Planta, Unidad Genet \& Diagnost Prenatal, Ave Campanar 21, Valencia 46009, Spain.
   Orellana, Carmen; Rosello, Monica; Monfort, Sandra; Mayo, Sonia; Oltra, Silvestre; Martinez, Francisco, Hosp Univ \& Politecn La Fe, Unidad Genet \& Diagnost Prenatal, Valencia 46009, Spain.}},
DOI = {{10.1002/ajmg.a.37046}},
ISSN = {{1552-4825}},
EISSN = {{1552-4833}},
Keywords = {{microduplication syndrome; intellectual disability; microcephaly;
   insertional translocation}},
Keywords-Plus = {{GENES}},
Research-Areas = {{Genetics \& Heredity}},
Web-of-Science-Categories  = {{Genetics \& Heredity}},
Author-Email = {{orellana\_car@gva.es}},
ResearcherID-Numbers = {{Monfort, Sandra/D-8801-2019
   Oltra, Silvestre/A-2697-2009
   Orellana, Carmen/B-1925-2009
   Monfort, Sandra/B-2860-2009
   Martinez, Francisco/A-2543-2009
   Rosello, Monica/B-2319-2009
   Mayo, Sonia/A-4931-2010}},
ORCID-Numbers = {{Oltra, Silvestre/0000-0001-6863-4382
   Orellana, Carmen/0000-0003-4271-5859
   Monfort, Sandra/0000-0003-2016-1410
   Martinez, Francisco/0000-0002-0589-2584
   Rosello, Monica/0000-0001-9234-2953
   Mayo, Sonia/0000-0002-5465-7783}},
Funding-Acknowledgement = {{Fondo de Investigaciones SanitariasInstituto de Salud Carlos III
   {[}PI08/0648]; Ministerio de Ciencia e InnovacionInstituto de Salud
   Carlos IIISpanish Government {[}PI11/00389]; Fundacion Ramon Areces}},
Funding-Text = {{Grant sponsor: Fondo de Investigaciones Sanitarias; Grant number:
   PI08/0648; Grant sponsor: Ministerio de Ciencia e Innovacion; Grant
   number: PI11/00389; Grant sponsor: Fundacion Ramon Areces.}},
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Number-of-Cited-References = {{10}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Am. J. Med. Genet. A}},
Doc-Delivery-Number = {{CL1BB}},
Unique-ID = {{ISI:000356676200077}},
DA = {{2020-03-18}},
}

@article{ ISI:000354624400008,
Author = {Bonzini, Matteo and Bertu', Lorenza and Veronesi, Giovanni and Conti,
   Marco and Coggon, David and Ferrario, Marco M.},
Title = {{Is musculoskeletal pain a consequence or a cause of occupational stress?
   A longitudinal study}},
Journal = {{INTERNATIONAL ARCHIVES OF OCCUPATIONAL AND ENVIRONMENTAL HEALTH}},
Year = {{2015}},
Volume = {{88}},
Number = {{5}},
Pages = {{607-612}},
Month = {{JUL}},
Abstract = {{Longitudinal studies have linked stress at work with a higher incidence
   of musculoskeletal pain. We aimed to explore the extent to which
   musculoskeletal pain is a cause as opposed to a consequence of perceived
   occupational stress.
   As part of the international cultural and psychosocial influences on
   disability study, we collected information from 305 Italian nurses, at
   baseline and again after 12 months, about pain during the past month in
   the low-back and neck/shoulder, and about effort-reward imbalance (ERI)
   (assessed by Siegrist's ERI questionnaire). Poisson regression was used
   to assess the RR of ERI > 1 at follow-up according to the report of pain
   and of ERI > 1 at baseline.
   Among nurses with ERI a parts per thousand currency sign1 at baseline,
   ERI > 1 at follow-up was associated with baseline report of pain in the
   low-back (RR 2.7, 95 \% CI 1.4-5.0) and neck/shoulder (RR 2.6, 95 \% CI
   1.3-5.1). However, there was no corresponding association with
   persistence of ERI in nurses who already had ERI > 1 at baseline.
   Associations of ERI at baseline with pain at follow-up were weak.
   Our results suggest that the well-documented association between job
   stress and musculoskeletal pain is not explained entirely by an effect
   of stress on reporting of pain. It appears also that workers who report
   musculoskeletal pain are more likely to develop subsequent perceptions
   of stress. This may be because pain renders people less tolerant of the
   psychological demands of work. Another possibility is that reports of
   pain and stress are both manifestations of a general tendency to be
   aware of and complain about symptoms and difficulties.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bonzini, M (Reprint Author), Univ Insubria, Epidemiol \& Prevent Med Res Ctr, Varese, Italy.
   Bonzini, Matteo; Bertu', Lorenza; Veronesi, Giovanni; Ferrario, Marco M., Univ Insubria, Epidemiol \& Prevent Med Res Ctr, Varese, Italy.
   Bonzini, Matteo; Conti, Marco; Ferrario, Marco M., Osped Circolo Fdn Macchi, Varese, Italy.
   Bertu', Lorenza, Univ Milano Bicocca, Epidemiol \& Biostat, Milan, Italy.
   Coggon, David, Univ Southampton, MRC Lifecourse Epidemiol Unit, Southampton, Hants, England.}},
DOI = {{10.1007/s00420-014-0982-1}},
ISSN = {{0340-0131}},
EISSN = {{1432-1246}},
Keywords = {{Back pain; Neck pain; Shoulder pain; Longitudinal study; Occupational
   exposure; Effort-reward imbalance}},
Keywords-Plus = {{LOW-BACK-PAIN; EFFORT-REWARD IMBALANCE; RISK-FACTORS; PSYCHOSOCIAL
   FACTORS; WORKING POPULATION; NECK PAIN; PREVALENCE; HEALTH; RELATEDNESS;
   DISORDERS}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{matteo.bonzini@uninsubria.it}},
ResearcherID-Numbers = {{Veronesi, Giovanni/E-3859-2010
   Veronesi, Giovanni/O-5678-2019
   Bonzini, Matteo/K-7540-2016
   }},
ORCID-Numbers = {{Veronesi, Giovanni/0000-0002-4119-6615
   Veronesi, Giovanni/0000-0002-4119-6615
   Bonzini, Matteo/0000-0002-6405-7554
   Ferrario, Marco M/0000-0003-2741-7124}},
Funding-Acknowledgement = {{Medical Research CouncilMedical Research Council UK (MRC)
   {[}U1475000005]; Medical Research CouncilMedical Research Council UK
   (MRC) {[}MC\_UP\_A620\_1018, MC\_UU\_12011/5]}},
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Number-of-Cited-References = {{33}},
Times-Cited = {{18}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{34}},
Journal-ISO = {{Int. Arch. Occup. Environ. Health}},
Doc-Delivery-Number = {{CI3CF}},
Unique-ID = {{ISI:000354624400008}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000354776100002,
Author = {Kuo, Nai-Cheng},
Title = {{Understanding the Philosophical Foundations of Disabilities to Maximize
   the Potential of Response to Intervention}},
Journal = {{EDUCATIONAL PHILOSOPHY AND THEORY}},
Year = {{2015}},
Volume = {{47}},
Number = {{7}},
Pages = {{647-660}},
Month = {{JUN 7}},
Abstract = {{In the United States and elsewhere in the world, disabilities are being
   studied by two different schools of thought: special education and
   disability studies. In the field of special education, analyses are
   often pragmatic and instrumental. In contrast, analyses in the field of
   disability studies are often historical and cultural, explaining
   disabilities as constructed by social value. This lack of agreement
   about disabilities leads us to ask: How can practitioners and
   researchers begin to address the issue of which students might need
   intensive interventions for their disabilities through the response to
   intervention (RTI) approach when disabilities are viewed so differently
   by scholars in the field? In this article I compare and contrast the
   philosophical foundations of disabilities in special education and
   disability studies and conclude that the dimensions of pragmatic,
   instrumental, historical, and cultural factors must be taken into
   account in order to achieve both the macro and micro levels of RTI
   implementation.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kuo, NC (Reprint Author), Georgia Regents Univ, Teacher Educ, Augusta, GA 30912 USA.
   Georgia Regents Univ, Teacher Educ, Augusta, GA 30912 USA.}},
DOI = {{10.1080/00131857.2014.905763}},
ISSN = {{0013-1857}},
EISSN = {{1469-5812}},
Keywords = {{disability studies; response to intervention; philosophy of disability;
   special education}},
Keywords-Plus = {{SPECIAL-EDUCATION; LEARNING-DISABILITY; INCLUSION; SCHOOL}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
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   Ware L., 2010, 19 URBAN QUESTIONS T, P113.
   Wehmeyer ML, 2003, EDUC TRAIN MENT RET, V38, P131.}},
Number-of-Cited-References = {{52}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Educ. Philos. Theory}},
Doc-Delivery-Number = {{CI5EL}},
Unique-ID = {{ISI:000354776100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000364474100002,
Author = {Churchill, Warren N.},
Title = {{Deaf and hard-of-hearing musicians: Crafting a narrative strategy}},
Journal = {{RESEARCH STUDIES IN MUSIC EDUCATION}},
Year = {{2015}},
Volume = {{37}},
Number = {{1}},
Pages = {{21-36}},
Month = {{JUN}},
Abstract = {{The topic of deafness has been studied in the field of music education;
   however, this work largely reflects hearing world perspectives. The
   author of this study, a music educator who identifies as
   hard-of-hearing, draws upon Deaf cultural discourses as a way of
   bringing a more nuanced understanding to this topic. The purpose of this
   study is two-fold. First, the researcher works to develop a cohesive
   poststructural narrative approach that makes use of Foucault's
   theorizing about power. Then, the researcher applies this ``crafted{''}
   narrative strategy to examine the public music making of a particular
   Deaf Finnish musician.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Churchill, WN (Reprint Author), Columbia Univ, Teachers Coll, Dept Arts \& Humanities, Mus \& Mus Educ Program, 525 West 120th St,Box 139, New York, NY 10027 USA.
   Churchill, Warren N., Columbia Univ, Teachers Coll, Mus \& Mus Educ Program, New York, NY 10027 USA.}},
DOI = {{10.1177/1321103X15589777}},
ISSN = {{1321-103X}},
EISSN = {{1834-5530}},
Keywords = {{Deaf musicians; disability studies; Foucault; narrative inquiry;
   poststructuralism}},
Keywords-Plus = {{COCHLEAR IMPLANTS; IMPAIRED CHILDREN; SPEECH; CULTURE; PERCEPTION;
   STUDENTS}},
Research-Areas = {{Music}},
Web-of-Science-Categories  = {{Music}},
Author-Email = {{wnc5@tc.columbia.edu}},
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   McKee R. L., 2001, PEOPLE EYE STORIES D.
   Miller J. L., 2005, SOUNDS SILENCE BREAK, V1.
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   Padden Carol, 1988, DEAF AM VOICES CULTU.
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   Yennari M, 2010, MUSIC EDUC RES, V12, P281, DOI 10.1080/14613808.2010.505643.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Res. Stud. Music Educ.}},
Doc-Delivery-Number = {{CV7SE}},
Unique-ID = {{ISI:000364474100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000357530700016,
Author = {Viney, William and Callard, Felicity and Woods, Angela},
Title = {{Critical medical humanities: embracing entanglement, taking risks}},
Journal = {{MEDICAL HUMANITIES}},
Year = {{2015}},
Volume = {{41}},
Number = {{1}},
Pages = {{2-7}},
Month = {{JUN}},
Abstract = {{What can the medical humanities achieve? This paper does not seek to
   define what is meant by the medical humanities, nor to adjudicate the
   exact disciplinary or interdisciplinary knowledges it should offer, but
   rather to consider what it might be capable of doing. Exploring the many
   valences of the word critical', we argue here for a critical medical
   humanities characterised by: (i) a widening of the sites and scales of
   the medical' beyond the primal scene of the clinical encounter; (ii)
   greater attention not simply to the context and experience of health and
   illness, but to their constitution at multiple levels; (iii) closer
   engagement with critical theory, queer and disability studies, activist
   politics and other allied fields; (iv) recognition that the arts,
   humanities and social sciences are best viewed not as in service or in
   opposition to the clinical and life sciences, but as productively
   entangled with a biomedical culture'; and, following on from this, (v)
   robust commitment to new forms of interdisciplinary and cross-sector
   collaboration. We go on to introduce the five other articles published
   in this special issue of the journal, reflecting on the ways in which
   collaboration and critique are articulated in their analyses of
   immunology, critical neuroscience, toxicity, global clinical labour, and
   psychological coercion and workfare. As these articles demonstrate,
   embracing the complex role of critical collaboratorone based on notions
   of entanglement, rather than servility or antagonismwill, we suggest,
   develop the imaginative and creative heterodox qualities and practices
   which have long been recognised as core strengths of the medical
   humanities.}},
Publisher = {{BMJ PUBLISHING GROUP}},
Address = {{BRITISH MED ASSOC HOUSE, TAVISTOCK SQUARE, LONDON WC1H 9JR, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Viney, W (Reprint Author), Univ Durham, Ctr Med Humanities, Dept English, Leazes Rd, Durham DH1 1SZ, England.
   Viney, William, Univ Durham, Dept English Studies, Durham DH1 1SZ, England.
   Viney, William; Callard, Felicity; Woods, Angela, Univ Durham, Ctr Med Humanities, Durham DH1 1SZ, England.
   Callard, Felicity, Univ Durham, Dept Geog, Durham DH1 1SZ, England.
   Woods, Angela, Univ Durham, Sch Med Pharm \& Hlth, Durham DH1 1SZ, England.}},
DOI = {{10.1136/medhum-2015-010692}},
ISSN = {{1468-215X}},
EISSN = {{1473-4265}},
Keywords = {{Social science}},
Keywords-Plus = {{HEALTH; LIMITS; INTERDISCIPLINARITY; NEUROSCIENCE; CRITIQUE; CRISIS}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{william.viney@durham.ac.uk}},
ResearcherID-Numbers = {{Callard, Felicity/C-8959-2009}},
ORCID-Numbers = {{Callard, Felicity/0000-0002-5350-1963}},
Funding-Acknowledgement = {{Wellcome TrustWellcome Trust {[}WT086049, WT103817MA, 103817,
   WT098455MA]}},
Cited-References = {{Ahlzen R, 2010, MED HUMANITIES COMPA, V2.
   Anderson W, 2014, SOC HIST MED, V27, P372, DOI 10.1093/shm/hkt126.
   Atkinson S, 2015, J MED HUMANIT, V36, P71, DOI 10.1007/s10912-014-9314-4.
   Atkinson S, 2012, HEALTH PLACE, V18, P1348, DOI 10.1016/j.healthplace.2012.06.017.
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   Greco M, 2009, SOCIOL REV, V56, P25, DOI 10.1111/j.1467-954X.2009.00814.x.
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   Savage M, 2007, SOCIOLOGY, V41, P885, DOI 10.1177/0038038507080443.
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   Viney W, 2014, CRIT QUART, V56, P47, DOI 10.1111/criq.12112.
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   Woods Angela, 2012, J Lit Sci, V6, P38.
   Woods A, 2014, SCHIZOPHRENIA BULL, V40, pS246, DOI 10.1093/schbul/sbu003.
   Woods A, 2011, MED HUMANIT, V37, P73, DOI 10.1136/medhum-2011-010045.}},
Number-of-Cited-References = {{53}},
Times-Cited = {{44}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{19}},
Journal-ISO = {{Med. Humanit.}},
Doc-Delivery-Number = {{CM2RV}},
Unique-ID = {{ISI:000357530700016}},
OA = {{Green Published, Green Accepted, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000356230100012,
Author = {Kochhar, Rijul},
Title = {{Disability Studies in India: Global Discourses, Local Realities}},
Journal = {{CONTRIBUTIONS TO INDIAN SOCIOLOGY}},
Year = {{2015}},
Volume = {{49}},
Number = {{2}},
Pages = {{271-275}},
Month = {{JUN}},
Publisher = {{SAGE PUBLICATIONS INDIA  PVT LTD}},
Address = {{B-1-I-1 MOHAN CO-OPERATIVE INDUSTRIAL AREA, MATHURA RD, POST BAG NO 7,
   NEW DELHI 110 044, INDIA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Kochhar, R (Reprint Author), Univ Delhi, Dept Sociol, Delhi 110007, India.
   Kochhar, Rijul, Univ Delhi, Dept Sociol, Delhi 110007, India.}},
DOI = {{10.1177/0069966715574567}},
ISSN = {{0069-9667}},
EISSN = {{0973-0648}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Cited-References = {{Addlakha R., 2013, DISABILITY STUDIES I.
   Biehl J, 2010, CURR ANTHROPOL, V51, P317, DOI 10.1086/651466.
   Timothy Mitchell, 2002, RULE EXPERTS EGYPT T.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Contrib. India. Sociol.}},
Doc-Delivery-Number = {{CK4YU}},
Unique-ID = {{ISI:000356230100012}},
DA = {{2020-03-18}},
}

@article{ ISI:000356015100005,
Author = {Millward, Gareth},
Title = {{Social Security Policy and the Early Disability Movement-Expertise,
   Disability, and the Government, 1965-77}},
Journal = {{TWENTIETH CENTURY BRITISH HISTORY}},
Year = {{2015}},
Volume = {{26}},
Number = {{2}},
Pages = {{274-297}},
Month = {{JUN}},
Abstract = {{In 1965, the Disablement Income Group launched its National Disability
   Income campaign to fight for equal treatment of disabled people in the
   British social security system. By 1977, a series of benefits were
   created to cover the general population. Yet, despite the obvious
   political significance of these developments, very little research has
   focused on the early pan-impairment disability non-governmental
   organization (NGO). Existing scholarship has come from one of two
   traditions: the `poverty lobby' and NGO histories that focus on expert
   campaign groups; and disability studies which describes a teleological
   narrative of the development of disabled people's attempts to secure
   civil rights. This article contends that neither approach is
   satisfactory. The crossovers between these two historical approaches are
   necessary to understand how these groups operated and to appreciate
   their political significance. Using the archives of the Disablement
   Income Group, the Disability Alliance and the Royal Association for
   Disability and Rehabilitation, this article shows that the history of
   these NGOs is more nuanced than previously described. Similarly, the
   novelty and growing power of civil rights and poverty lobby campaigning
   should not be overstated. Through a specific analysis of the lobby in
   its social and political context, historians can find a clearer picture
   of how these groups operated and better analyse their significance.}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Millward, G (Reprint Author), London Sch Hyg \& Trop Med, London, England.
   London Sch Hyg \& Trop Med, London, England.}},
DOI = {{10.1093/tcbh/hwu048}},
ISSN = {{0955-2359}},
EISSN = {{1477-4674}},
Keywords-Plus = {{DISABLED PEOPLE}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
Author-Email = {{gareth.millward@lshtm.ac.uk}},
ORCID-Numbers = {{Millward, Gareth/0000-0003-2833-0442}},
Funding-Acknowledgement = {{Wellcome TrustWellcome Trust}},
Cited-References = {{Abel-Smith Brian, 1965, POOR POOREST NEW ANA.
   Alliance Disability, 1975, POVERTY DISABILITY C.
   Anderson J, 2011, WAR DISABILITY REHAB.
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   Sheard Sally, 2013, PASSIONATE EC BRAIN, P318.
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   STONE DA, 1979, PUBLIC POLICY, V27, P227.
   Stuart M. F. H, 1973, COMMUNICATION.
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   Thane Pat, 2011, BEVERIDGE VOLUNTARY, P121.
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   Watermeyer B, 2009, DISABIL SOC, V24, P91, DOI 10.1080/09687590802535717.
   Whiteley P., 1987, PRESSURE POOR POVERT.}},
Number-of-Cited-References = {{101}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Twent. Cent. Br. Hist.}},
Doc-Delivery-Number = {{CK2BU}},
Unique-ID = {{ISI:000356015100005}},
DA = {{2020-03-18}},
}

@article{ ISI:000354958100002,
Author = {Rios, Clarice and Andrada, Barbara Costa},
Title = {{The changing face of autism in Brazil}},
Journal = {{CULTURE MEDICINE AND PSYCHIATRY}},
Year = {{2015}},
Volume = {{39}},
Number = {{2, SI}},
Pages = {{213-234}},
Month = {{JUN}},
Abstract = {{At the end of 2012, after intensive lobbying by parent activist
   associations, a federal law recognized autism as a ``disability for all
   legal purposes{''} in Brazil. Defining autism as a disability was more
   than a change of legal status to guarantee social benefits. It was also
   a political maneuver, orchestrated by parent associations, aimed to take
   the responsibility for treatment away from the public mental health
   network of services. This article examines the controversies that have
   set parent associations in direct antagonism with mental health
   professionals in the public health system. We draw from ethnographic
   data and theoretical discussions in the field of disability studies to
   situate these controversies within the context of a larger debate on the
   relationship between health, rights, and citizenship. We found
   similarities between the ethical and political goals of parent activists
   and mental health professionals in Brazil, but we argue that the main
   cause of dissent is the role that each of these social actors assigns to
   identity politics in their clinical and political projects.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rios, C (Reprint Author), Univ Estado Rio De Janeiro, Inst Social Med, Rua Sao Francisco Xavier 524, BR-20550900 Rio De Janeiro, Brazil.
   Rios, Clarice; Andrada, Barbara Costa, Univ Estado Rio De Janeiro, Inst Social Med, BR-20550900 Rio De Janeiro, Brazil.}},
DOI = {{10.1007/s11013-015-9448-5}},
ISSN = {{0165-005X}},
EISSN = {{1573-076X}},
Keywords = {{Autism; Public policies; Disability; Mental health; Identity politics}},
Keywords-Plus = {{SEARCH}},
Research-Areas = {{Anthropology; Psychiatry; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Anthropology; Psychiatry; Social Sciences, Biomedical}},
Author-Email = {{clarice.r@gmail.com
   barbarafcosta@hotmail.com}},
ORCID-Numbers = {{Costa Andrada, Barbara/0000-0003-2383-7797}},
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   WHO-AIMS, 2007, REP MENT HLTH SYST B.}},
Number-of-Cited-References = {{57}},
Times-Cited = {{17}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Cult. Med. Psychiatr.}},
Doc-Delivery-Number = {{CI7QC}},
Unique-ID = {{ISI:000354958100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000354837000008,
Author = {Olafson, Janet L. and Sathe, Laurie Y. Anderson and Sanchez-Valdes,
   Laura},
Title = {{Learning From the Memories of the Happy Wanderer}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2015}},
Volume = {{21}},
Number = {{5}},
Pages = {{477-483}},
Month = {{JUN}},
Abstract = {{In interview passages placed as a found poem, Marie, a U.S. gold
   medalist skier and Paralympian, and transpelvic amputee, speaks directly
   and eloquently about her intense efforts to maintain her abilities, her
   independence, and her joyful self-direction over three decades of
   gradual disability. To this she brings her love of life and family,
   ingenuity, spiritual insight, and desire to live a meaningful,
   contributing life. Marie's voice originates in interviews from a
   qualitative study undertaken at Gillette Children's Specialty Healthcare
   during and after the fittings of her transpelvic prosthesis, from 2007
   to 2013. During this time, Marie shared her remarkable experiences and
   interest in encouraging others. Through the use of narrative in poetic
   representation, our intent is to share Marie's story to inspire readers
   of all abilities, to see themselves and each other more positively,
   holistically, and compassionately, within the context of their evolving
   stories.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sathe, LYA (Reprint Author), St Catherine Univ, Holist Hlth Studies Program, 601 25th Ave So, Minneapolis, MN 55454 USA.
   Olafson, Janet L.; Sanchez-Valdes, Laura, Gillette Childrens Specialty Healthcare, St Paul, MN USA.
   Sathe, Laurie Y. Anderson, St Catherine Univ, Holist Hlth Studies, Master Arts, Minneapolis, MN 55454 USA.}},
DOI = {{10.1177/1077800415569784}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{disability studies; narrative; methods of inquiry; investigative poetry}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{jolafson@gmail.com
   Landersonsathe@stkate.edu
   lsanchezvaldes@salud.unm.edu}},
Funding-Acknowledgement = {{Medical Education and Research Association committee at Gillette
   Children's Specialty Healthcare, St. Paul, Minnesota}},
Funding-Text = {{1. Dr. S. Koop, the research dept., and the Medical Education and
   Research Association committee at Gillette Children's Specialty
   Healthcare, St. Paul, Minnesota, which funded this research, 2007-2013.}},
Cited-References = {{Berger R. J., 2005, STORYTELLING SOCIOLO, P1.
   Olafson J., 2011, OFFICIAL PUBLICATION, V1, P86.
   Richardson L., 1992, STUDIES SYMBOLIC INT, V13, P19.}},
Number-of-Cited-References = {{3}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{CI5YZ}},
Unique-ID = {{ISI:000354837000008}},
DA = {{2020-03-18}},
}

@article{ ISI:000215000000005,
Author = {Stienstra, Deborah},
Title = {{Trumping All? Disability and Girlhood Studies}},
Journal = {{GIRLHOOD STUDIES-AN INTERDISCIPLINARY JOURNAL}},
Year = {{2015}},
Volume = {{8}},
Number = {{2}},
Pages = {{54-70}},
Month = {{SUM}},
Abstract = {{Recently global attention has been directed to the situations of girls
   and boys with disabilities, yet research tells us little about the
   experiences and perspectives of girls with disabilities except that
   their lives are filled with barriers, violence and stigma. I explore how
   girlhood studies can authentically include girls with disabilities.
   Drawing on feminist disability studies, I argue that we can use
   intersectional theory to identify and include the experiences of girls
   with disabilities, and explore diverse embodiments of girlhood. In doing
   this we can remove the trump card of disability and see disabled girls
   as an integral part of girlhood and girlhood studies.}},
Publisher = {{BERGHAHN JOURNALS}},
Address = {{20 JAY ST, SUITE 512, BROOKLYN, NY 11201 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stienstra, D (Reprint Author), Univ Manitoba, Disabil Studies, Winnipeg, MB, Canada.
   Stienstra, Deborah, Univ Manitoba, Disabil Studies, Winnipeg, MB, Canada.}},
DOI = {{10.3167/ghs.2015.080205}},
ISSN = {{1938-8209}},
EISSN = {{1938-8322}},
Keywords = {{diverse embodiments; friendship; intersectionality; play; sexuality;
   violence}},
Keywords-Plus = {{CHILDREN; CHILDHOOD; EDUCATION; VULNERABILITY}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
ORCID-Numbers = {{Stienstra, Deborah/0000-0002-2202-0702}},
Cited-References = {{Ali Z, 2001, DISABIL SOC, V16, P949, DOI 10.1080/09687590120097845.
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   Feldman MA, 2013, DISABIL SOC, V28, P997, DOI 10.1080/09687599.2012.748647.
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   WHO, 2011, WORLD REPORT ON DISABILITY, P1.}},
Number-of-Cited-References = {{46}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Girlhood Stud.}},
Doc-Delivery-Number = {{V22CN}},
Unique-ID = {{ISI:000215000000005}},
DA = {{2020-03-18}},
}

@article{ ISI:000356938900005,
Author = {Stough, Laura M. and Kang, Donghyun},
Title = {{The Sendai Framework for Disaster Risk Reduction and Persons with
   Disabilities}},
Journal = {{INTERNATIONAL JOURNAL OF DISASTER RISK SCIENCE}},
Year = {{2015}},
Volume = {{6}},
Number = {{2, SI}},
Pages = {{140-149}},
Month = {{JUN}},
Abstract = {{In this paper, the Sendai Framework for Disaster Risk Reduction
   2015-2030 (SFDRR) is evaluated with respect to its ramifications for
   persons with disabilities. In the SFDRR, persons with disabilities were
   referenced either directly or indirectly as part of the preamble, the
   guiding principles, the priorities for action, and the role of
   stakeholders. In addition, the 2015 World Conference on Disaster Risk
   Reduction, during which the SFDRR was adopted, incorporated explicit
   recommendations toward a disability-accessible and inclusive environment
   not evident in previous disaster risk reduction conferences. The
   infusion of disability-related terms and concepts such as accessibility,
   inclusion, and universal design throughout the SFDRR document was
   significant. These concepts, which have their origin in disability
   studies, are used in the SFDRR document to refer to the needs of all in
   disaster, not only to people with disabilities. These disability-related
   concepts will now serve the field of disaster risk reduction as
   important overarching disaster-related principles. The authors conclude
   that the SFDRR has firmly established people with disabilities and their
   advocacy organizations as legitimate stakeholders and actors in the
   design and implementation of international disaster risk reduction
   policies.}},
Publisher = {{SPRINGER HEIDELBERG}},
Address = {{TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stough, LM (Reprint Author), Texas A\&M Univ, Ctr Disabil \& Dev, Dept Educ Psychol, College Stn, TX 77843 USA.
   Stough, Laura M.; Kang, Donghyun, Texas A\&M Univ, Ctr Disabil \& Dev, Dept Educ Psychol, College Stn, TX 77843 USA.}},
DOI = {{10.1007/s13753-015-0051-8}},
ISSN = {{2095-0055}},
EISSN = {{2192-6395}},
Keywords = {{Disabilities; International policy; Sendai framework for disaster risk
   reduction; World conference on disaster risk reduction}},
Keywords-Plus = {{VULNERABILITY; MANAGEMENT; CHILDREN}},
Research-Areas = {{Geology; Meteorology \& Atmospheric Sciences; Water Resources}},
Web-of-Science-Categories  = {{Geosciences, Multidisciplinary; Meteorology \& Atmospheric Sciences;
   Water Resources}},
Author-Email = {{lstough@tamu.edu}},
ORCID-Numbers = {{Stough, Laura/0000-0002-0313-5045}},
Cited-References = {{Aldrich N, 2008, PREV CHRONIC DIS, V5, pA27.
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   Wisner B., 2002, DISABILITY DISASTER.}},
Number-of-Cited-References = {{42}},
Times-Cited = {{21}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{24}},
Journal-ISO = {{Int. J. Disaster Risk Sci.}},
Doc-Delivery-Number = {{CL4QS}},
Unique-ID = {{ISI:000356938900005}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000442811800003,
Author = {Wozencroft, Angela J. and Pate, Joshua R. and Griffiths, Haley K.},
Title = {{Experiential Learning and Its Impact on Students' Attitudes Toward Youth
   With Disabilities}},
Journal = {{JOURNAL OF EXPERIENTIAL EDUCATION}},
Year = {{2015}},
Volume = {{38}},
Number = {{2}},
Pages = {{129-143}},
Month = {{JUN}},
Abstract = {{This research uses contact theory to examine the impact of a service
   learning class on college students' attitudes toward people with
   disabilities. Students were involved in both lecture material and
   working directly with people with disabilities in a therapeutic camp
   environment. Eighty-four students responded to the questionnaires at
   three time periods over the course of the semester. One-way repeated
   measures ANOVA and mixed-model ANOVA were performed to study the changes
   in students' attitudes. The results indicate that there was a change in
   attitudes after 12 weeks of course instruction and between the beginning
   of class and after the camp experience. Also, gender and academic major
   were found to have had little impact on students' attitudes toward
   people with disabilities. Implications and limitations of this research
   are discussed and thoughts for future research are addressed.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wozencroft, AJ (Reprint Author), Univ Tennessee, Dept Kinesiol Recreat \& Sport Studies, 1914 Andy Holt Ave, Knoxville, TN 37996 USA.
   Wozencroft, Angela J., Univ Tennessee, Recreat \& Sport Management Therapeut Recreat Prog, Knoxville, TN 37996 USA.
   Griffiths, Haley K., Univ Tennessee, Knoxville, TN 37996 USA.
   Pate, Joshua R., James Madison Univ, Sport \& Recreat Management, Harrisonburg, VA 22807 USA.}},
DOI = {{10.1177/1053825914524363}},
ISSN = {{1053-8259}},
EISSN = {{2169-009X}},
Keywords = {{experiential learning; service learning; contact theory; attitudes;
   disability}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{awozenc1@utk.edu}},
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   Tervo RC, 2002, ARCH PHYS MED REHAB, V83, P1537, DOI 10.1053/apmr.2002.34620.
   The Camp Koinonia, WELC.
   Titchkosky T, 2001, CAN REV SOC ANTHROP, V38, P125, DOI 10.1111/j.1755-618X.2001.tb00967.x.
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   Williams Jr R. M., 1947, BULLETIN, V57.
   Wood PB, 2004, SOC SCI QUART, V85, P58, DOI 10.1111/j.0038-4941.2004.08501005.x.}},
Number-of-Cited-References = {{61}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{J. Exp. Educ.}},
Doc-Delivery-Number = {{VF4EV}},
Unique-ID = {{ISI:000442811800003}},
DA = {{2020-03-18}},
}

@article{ ISI:000410165900009,
Author = {Samuel, Janine},
Title = {{Disability Studies: A Student's Guide}},
Journal = {{JOURNAL OF INTELLECTUAL DISABILITIES}},
Year = {{2015}},
Volume = {{19}},
Number = {{2}},
Pages = {{196}},
Month = {{JUN}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Samuel, J (Reprint Author), Univ South Wales, Pontypridd, M Glam, Wales.
   Samuel, Janine, Univ South Wales, Pontypridd, M Glam, Wales.}},
DOI = {{10.1177/1744629515569045}},
ISSN = {{1744-6295}},
EISSN = {{1744-6309}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Cited-References = {{Cameron C., 2014, DISABILITY STUDIES S, P33.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Intellect. Disabil.}},
Doc-Delivery-Number = {{VA6GK}},
Unique-ID = {{ISI:000410165900009}},
DA = {{2020-03-18}},
}

@article{ ISI:000356878800002,
Author = {Roulstone, Alan},
Title = {{Personal Independence Payments, welfare reform and the shrinking
   disability category}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{5, SI}},
Pages = {{673-688}},
Month = {{MAY 28}},
Abstract = {{The question of who counts and how we construct just who can be
   disabled' is central to our concerns in disability studies. As Stone
   makes clear, disability is exactly what a state deems it to be; the very
   malleable nature of the category has been exploited to widen or more
   commonly to narrow just who counts as disabled. This article will apply
   and adapt Stone's thesis to current plans to revise the Personal
   Independence Payment extra costs benefit. Using official and disabled
   people's narratives, the article will make clear the force with which
   new definitions of disability are being put forward. This process
   arguably risks doing state violence to a number of disabled people.
   These reforms have also used the language of independence in a way that
   fundamentally distorts the origins and potential of the term in an
   enabling society.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Roulstone, A (Reprint Author), Univ Leeds, Sociol \& Social Policy, Leeds, W Yorkshire, England.
   Univ Leeds, Sociol \& Social Policy, Leeds, W Yorkshire, England.}},
DOI = {{10.1080/09687599.2015.1021759}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability category; benefits; PiP; shrinking}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{a.roulstone@leeds.ac.uk}},
Cited-References = {{{[}Anonymous], 2014, DAILY MIRROR.
   {[}Anonymous], 2013, DAILY MAIL.
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   McCartney M, 2012, BRIT MED J, V344, DOI 10.1136/bmj.e1114.
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   Waldschmidt A., 2008, SOCIAL PROTECTION SO.
   Warren J, 2014, J PUBLIC HEALTH-UK, V36, P117, DOI 10.1093/pubmed/fds100.}},
Number-of-Cited-References = {{55}},
Times-Cited = {{27}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{CL3VI}},
Unique-ID = {{ISI:000356878800002}},
DA = {{2020-03-18}},
}

@article{ ISI:000356878800003,
Author = {Baril, Alexandre},
Title = {{`How dare you pretend to be disabled?' The discounting of transabled
   people and their claims in disability movements and studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{5, SI}},
Pages = {{689-703}},
Month = {{MAY 28}},
Abstract = {{Although the contours of the disabled person' category are questioned by
   anti-ableist activists, they remain rigid regarding transabled people
   (who want to become disabled). For anti-ableist activists, transabled
   people do not count as disabled. They are perceived to: be falsely
   disabled; steal resources from disabled people; and be disrespectful by
   denying, fetishizing, or appropriating marginalized realities. By
   combining critical discourse analysis, genealogy, and deconstruction, I
   examine these negative discourses to encourage alliances between
   anti-ableist activists and transabled people. Ideas developed in
   disability and trans studies reveal the limits of these discourses
   anchored in ableist and cisnormative{*} assumptions.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Baril, A (Reprint Author), Social Sci \& Humanities Res Council, Womens Studies, Ottawa, ON, Canada.
   Baril, Alexandre, Social Sci \& Humanities Res Council, Womens Studies, Ottawa, ON, Canada.
   Baril, Alexandre, Wesleyan Univ, Feminist Gender \& Sexual Studies, Middletown, CT USA.}},
DOI = {{10.1080/09687599.2015.1050088}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{transability; body integrity identity disorder; stigmatization;
   exclusion; disability studies and activism; social movements}},
Keywords-Plus = {{IDENTITY; TRANSABILITY; AMPUTATION; DISORDER; WORK}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{abaril@uottawa.ca}},
ORCID-Numbers = {{Baril, Alexandre/0000-0003-4833-1979}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC) {[}756-2013-0165]}},
Funding-Text = {{This work is supported by the Social Sciences and Humanities Research
   Council of Canada {[}grant number 756-2013-0165].}},
Cited-References = {{Aguilera RJ, 2000, SEX DISABIL, V18, P255, DOI 10.1023/A:1005694210483.
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   Wendell Susan, 2001, HYPATIA, V16, P17, DOI DOI 10.1111/J.1527-2001.2001.TB00751.X.}},
Number-of-Cited-References = {{50}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{CL3VI}},
Unique-ID = {{ISI:000356878800003}},
DA = {{2020-03-18}},
}

@article{ ISI:000350826200005,
Author = {Whitburn, Ben},
Title = {{National and international disability rights legislation: a qualitative
   account of its enactment in Australia}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2015}},
Volume = {{19}},
Number = {{5}},
Pages = {{518-529}},
Month = {{MAY 4}},
Abstract = {{In this paper, a detailed analysis based on the lived experiences of the
   study participants and the researcher (each with vision impairment) in
   education, post school and in the pursuit for employment is developed.
   The policy discourses of disability legislation - both at national and
   international levels - are explored with particular reference to their
   enactment in Australia. The analysis focuses on the collective
   indifference to detached others, which is evident in the linguistic
   construction of people with disabilities in the United Nations
   {[}(2006). Convention of the Rights of Persons with Disabilities. New
   York: United Nations] and the Australian Standards for Education 2005
   {[}Australian Department of Education, Science and Training. 2006.
   Disability Standards for Education 2005 Plus Guidance Notes. Accessed
   March 12, 2012. http://nla.gov.au/nla.arc-7692.]. Together, these
   elements reflect the neoliberal principles that cast a shadow over the
   discourses of the disability policies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Whitburn, B (Reprint Author), Deakin Univ, Fac Arts \& Educ, 221 Burwood Highway, Melbourne, Vic 3125, Australia.
   Deakin Univ, Fac Arts \& Educ, Melbourne, Vic 3125, Australia.}},
DOI = {{10.1080/13603116.2014.954640}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{collective indifference; critical disability studies; policy enactment;
   linguistic othering}},
Keywords-Plus = {{SECONDARY STUDENTS; INCLUSION; EXPERIENCES}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{b.whitburn@deakin.edu.au}},
ORCID-Numbers = {{Whitburn, Ben/0000-0003-3137-2803}},
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Number-of-Cited-References = {{42}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{CD1HR}},
Unique-ID = {{ISI:000350826200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000355890500002,
Author = {Walters, Shannon},
Title = {{Toward a Critical ASD Pedagogy of Insight: Teaching, Researching, and
   Valuing the Social Literacies of Neurodiverse Students}},
Journal = {{RESEARCH IN THE TEACHING OF ENGLISH}},
Year = {{2015}},
Volume = {{49}},
Number = {{4}},
Pages = {{340-360}},
Month = {{MAY}},
Abstract = {{In this article, I report on the results of a case study of two students
   with self-identified Asperger Syndrome (AS) in first-year university
   writing courses. After exploring existing conversations that tend to
   ignore the voices of students with Autism Spectrum Disorders (ASD), I
   propose a methodology based on the concept of ASD as insight, rooted in
   critical disability studies, in which the perspectives of neurodiverse
   students are prioritized. My findings reveal the neurotypical
   assumptions of some traditional writing pedagogies, such as those based
   on a process model and the understanding of writing as a social
   activity. These approaches often do not value the critical literacies
   and social activities involved in writing done by neurodiverse students
   outside the classroom. Drawing from my participants' insights, I explore
   the potentials of critical pedagogy for valuing the neurodiverse social
   literacies of ASD students. I demonstrate how a critical pedagogy better
   attuned to neurodiversity can support the alternative social literacies
   of neurodiverse students and resist stereotypes of ASD writers as
   asocial.}},
Publisher = {{NATL COUNCIL TEACHERS ENGLISH}},
Address = {{1111 KENYON RD, URBANA, IL 61801 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Walters, S (Reprint Author), Temple Univ, English, Philadelphia, PA 19122 USA.
   Temple Univ, English, Philadelphia, PA 19122 USA.}},
ISSN = {{0034-527X}},
Keywords-Plus = {{COLLEGE; AUTISM; DISABILITY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
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Number-of-Cited-References = {{53}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Res. Teach. Engl.}},
Doc-Delivery-Number = {{CK0JC}},
Unique-ID = {{ISI:000355890500002}},
DA = {{2020-03-18}},
}

@article{ ISI:000353213000002,
Author = {Stern, Mark and Clonan, Sheila and Jaffee, Laura and Lee, Anna},
Title = {{The Normative Limits of Choice: Charter Schools, Disability Studies, and
   Questions of Inclusion}},
Journal = {{EDUCATIONAL POLICY}},
Year = {{2015}},
Volume = {{29}},
Number = {{3}},
Pages = {{448-477}},
Month = {{MAY}},
Abstract = {{As charter schools continue to attract lots of political and policy
   attention, research has emerged suggesting that these schools enroll
   fewer students with disabilities than public schools. Given that the
   success of the movement is based on charters being more effective than
   public schools as determined by test scores, it is not entirely
   surprising that we see exclusionary practices taking place. Responding
   to this issue, many states have increased oversight to ensure inclusion
   and equity. At the same time, other charters have opened specifically
   for students with special needs. Using a disability studies lens, this
   article asks questions of the charter movement and the policy responses
   by problematizing the perpetuation of both normative school practices
   and constructions of ability.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stern, M (Reprint Author), Colgate Univ, Dept Educ Studies, 13 Oak Dr, Hamilton, NY 13346 USA.
   Stern, Mark, Colgate Univ, Dept Educ Studies, Hamilton, NY 13346 USA.
   Lee, Anna, Vanderbilt Univ, Nashville, TN 37235 USA.
   Clonan, Sheila, Colgate Univ, Educ Studies, Hamilton, NY 13346 USA.
   Jaffee, Laura, Colgate Univ, Hamilton, NY 13346 USA.}},
DOI = {{10.1177/0895904813510779}},
ISSN = {{0895-9048}},
EISSN = {{1552-3896}},
Keywords = {{disability studies; charter schools; education policy; inclusion}},
Keywords-Plus = {{STUDENTS; EDUCATION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{mstern@colgate.edu}},
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Number-of-Cited-References = {{81}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Educ. Policy}},
Doc-Delivery-Number = {{CG3XN}},
Unique-ID = {{ISI:000353213000002}},
DA = {{2020-03-18}},
}

@article{ ISI:000353144900026,
Author = {Casey, Petrina P. and Feyer, Anne Marie and Cameron, Ian D.},
Title = {{Associations with legal representation in a compensation setting 12
   months after injury}},
Journal = {{INJURY-INTERNATIONAL JOURNAL OF THE CARE OF THE INJURED}},
Year = {{2015}},
Volume = {{46}},
Number = {{5}},
Pages = {{918-925}},
Month = {{MAY}},
Abstract = {{Context: Many people with Whiplash Associated Disorder (WAD) seek
   treatment though a compensation system where factors such as legal
   involvement have been reported as having a negative impact on recovery
   outcomes.
   Objective: To compare those with and without legal involvement in their
   compensation claim, and identify associations with legal involvement at
   12 months post injury; and longer term disability. Study design:
   Inception cohort study.
   Participants: 246 people with WAD compensation claim.
   Outcome measures: Legal involvement and Functional Rating Index at 12
   months post injury. Methods: Participants were recruited from an
   insurance database. Baseline health (Functional Rating Index, Pain
   Catastrophising Scale and SF-36), socio-economic, work capacity, and
   claims data were collected within three months of injury and 12 months.
   Logistic regression models were used to identify associations with legal
   involvement at 12 months; and disability (FRI) at 12 months.
   Results: At baseline 246 participants were enrolled into the study in a
   median 72 days post injury. At 12 months post injury 52 (25\%) had
   engaged a lawyer. The significant independent associations with legal
   involvement at 12 months were higher levels of initial disability, work
   disability, speaking a language other than English at home and lower
   levels of mental health. Specifically, the odds of lawyer involvement at
   12 months post injury was 4.9 times greater for those with work
   disability; 2.3 times greater for those who spoke a language other than
   English at home. In terms of health, they had poorer mental health and
   for every 10 unit increase in the baseline FRI score the odds of having
   lawyer involvement increased by 38\%.
   Disability: at 12 months (FRI) was significantly independently
   associated with, PCS-helplessness (p < 0.001), age (p < 0.001) and prior
   claim (p = 0.001).
   Conclusion: This study suggests the people with lawyer involvement in
   their claim 12 months after injury have socio-economic disadvantage,
   have had a prior claim and a worse baseline health profile compared to
   those without a lawyer.
   Understanding this profile could allow for improved claims processes and
   targeted interventions to assist this group through any perceived
   complexities in the system and address the underlying reasons for lawyer
   participation within compensation schemes. (C) 2015 Elsevier Ltd. All
   rights reserved.}},
Publisher = {{ELSEVIER SCI LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Casey, PP (Reprint Author), Univ Sydney, Kolling Inst, Rehabil Studies Unit, POB 1125, Sydney, NSW 2065, Australia.
   Casey, Petrina P.; Cameron, Ian D., Univ Sydney, Kolling Inst, Rehabil Studies Unit, Sydney, NSW 2065, Australia.
   Feyer, Anne Marie, Inst Safety Compensat Rehabil \& Recovery Res, Lead Occupat Hlth \& Safety Res Program, Melbourne, Vic 3004, Australia.}},
DOI = {{10.1016/j.injury.2015.01.003}},
ISSN = {{0020-1383}},
EISSN = {{1879-0267}},
Keywords = {{Whiplash; WAD; Prospective design; Recovery; Insurance; Compensation;
   Health Outcome; Lawyer/Legal representation}},
Keywords-Plus = {{WHIPLASH-ASSOCIATED DISORDERS; 2000-2010 TASK-FORCE; PROSPECTIVE COHORT;
   PROGNOSTIC-FACTORS; HEALTH OUTCOMES; WORK DISABILITY; RISK-FACTORS; NECK
   PAIN; RECOVERY; DETERMINANTS}},
Research-Areas = {{General \& Internal Medicine; Emergency Medicine; Orthopedics; Surgery}},
Web-of-Science-Categories  = {{Critical Care Medicine; Emergency Medicine; Orthopedics; Surgery}},
Author-Email = {{pcas0573@uni.sydney.edu.au}},
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Number-of-Cited-References = {{39}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Injury-Int. J. Care Inj.}},
Doc-Delivery-Number = {{CG2ZJ}},
Unique-ID = {{ISI:000353144900026}},
DA = {{2020-03-18}},
}

@article{ ISI:000353210500006,
Author = {Best, Kirsty and Butler, Stephanie},
Title = {{Virtual Space: Creating a Place for Social Support in Second Life}},
Journal = {{SPACE AND CULTURE}},
Year = {{2015}},
Volume = {{18}},
Number = {{2}},
Pages = {{183-197}},
Month = {{MAY}},
Abstract = {{Drawing on the results of a study examining the use of Second Life as a
   platform for social support by people with myalgic
   encephalomyelitis/chronic fatigue syndrome (ME/CFS), the authors posit
   that virtual architecture needs to be designed to be inclusive to people
   with cognitive impairments. The ME/CFS Centre in Second Life allowed
   people who were socially isolated to forge social support systems across
   geographical distances. However, technological issues interfered with
   the development of participants' senses of community within the virtual
   space of the ME/CFS Centre. These difficulties with the designed
   landscape reveal that theorizations, and applications, of geography and
   disability, and inclusive web design, need to extend to the ways that
   virtual architectural structures are designed and furnished-if these
   spaces are to be inclusive.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Butler, S (Reprint Author), McMaster Univ, McMaster Univ Chester, Dept English \& Cultural Studies, New Hall 321,1280 Main St West, Hamilton, ON L8S 4L9, Canada.
   Best, Kirsty, Murdoch Univ, Sch Media Commun \& Culture, Perth, WA, Australia.
   Butler, Stephanie, McMaster Univ, Dept English \& Cultural Studies, Hamilton, ON L8S 4L9, Canada.}},
DOI = {{10.1177/1206331213512235}},
ISSN = {{1206-3312}},
EISSN = {{1552-8308}},
Keywords = {{Myalgic Encephalomyelitis; Chronic Fatigue Syndrome; multi-user virtual
   environments; disability studies; virtual spaces}},
Keywords-Plus = {{COGNITIVE LOAD; WORLDS; ACCESSIBILITY; DISABILITIES; INDIVIDUALS; DESIGN}},
Research-Areas = {{Cultural Studies; Geography}},
Web-of-Science-Categories  = {{Cultural Studies; Geography}},
Author-Email = {{stephaniebutler.d@gmail.com}},
ORCID-Numbers = {{Butler, Stephanie/0000-0003-0027-7723}},
Funding-Acknowledgement = {{Australian Research CouncilAustralian Research Council {[}DP0987055]}},
Funding-Text = {{The author(s) disclosed receipt of the following financial support for
   the research, authorship, and/or publication of this article: This
   research was supported by an Australian Research Council Discovery Grant
   {[}Grant Number: DP0987055].}},
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Number-of-Cited-References = {{58}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{16}},
Journal-ISO = {{Space Cult.}},
Doc-Delivery-Number = {{CG3WO}},
Unique-ID = {{ISI:000353210500006}},
DA = {{2020-03-18}},
}

@article{ ISI:000433686900004,
Author = {Metell, Maren},
Title = {{``A great moment . . . because of the music{''}: An exploratory study on
   music therapy and early interaction with children with visual impairment
   and their sighted caregivers}},
Journal = {{BRITISH JOURNAL OF VISUAL IMPAIRMENT}},
Year = {{2015}},
Volume = {{33}},
Number = {{2}},
Pages = {{111-125}},
Month = {{MAY}},
Abstract = {{The focus of this article is on how musical interaction can contribute
   to bonding and early interaction. This article is based on a music
   therapy project in a pedagogical institution for people with visual
   impairment. The study is qualitative and exploratory, where children
   with visual impairments (aged 1-4 years) and their caregivers
   participated in music therapy sessions over 10 weeks. Data have been
   collected by participant observation, video recordings, and interviews.
   Moments of positive interactions in music were selected and analyzed,
   and the selections were triangulated by interviews with the caregivers.
   The data material indicates that music therapy promotes positive bonding
   patterns and enhances early interaction. Musical interaction facilitates
   elements of early interaction that can be challenging for children with
   visual impairments and their sighted caregivers. Both caregivers and
   children seemed to experience one another as a source of joyful
   interaction. This article discusses the findings in the broader
   perspective of disability studies and community music therapy and argues
   that music therapy promotes positive interactions and empowerment of
   children with visual impairment and their caregivers.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Metell, M (Reprint Author), Statped Southeast, Dept Visual Impairment, Gamle Hovseter Vei 3, N-0768 Oslo, Norway.
   Metell, Maren, Norwegian Univ Sci \& Technol NTNU, Trondheim, Norway.}},
DOI = {{10.1177/0264619615575792}},
ISSN = {{0264-6196}},
EISSN = {{1744-5809}},
Keywords = {{Bonding; caregiver-child interaction; early interaction; music therapy;
   visual impairment}},
Research-Areas = {{Ophthalmology}},
Web-of-Science-Categories  = {{Ophthalmology}},
Author-Email = {{marenmetell@gmail.com}},
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Number-of-Cited-References = {{72}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Brit. J. Vis. Impair.}},
Doc-Delivery-Number = {{VC3LL}},
Unique-ID = {{ISI:000433686900004}},
DA = {{2020-03-18}},
}

@article{ ISI:000215996100016,
Author = {de Oliveira Bezerra, Ana Maria and Xavier Fonseca-Janes, Cristiane
   Regina},
Title = {{THE CURRICULAR ADAPTATIONS AND THE IMPORTANCE OF SUPPORT OF THE TEACHER}},
Journal = {{NUANCES-ESTUDOS SOBRE EDUCACAO}},
Year = {{2015}},
Volume = {{26}},
Number = {{2}},
Pages = {{241-257}},
Month = {{MAY-AUG}},
Abstract = {{The enrollment of the target group of Special Education students in
   public schools does not guarantee the effectuation of inclusive
   education. They need access to an adapted curriculum aiming the
   development of their potential. The aim of this study was to analyze
   whether the adapted curriculum materials are performed at regular rooms
   for students with intellectual disability; watch the strategic actions
   and analyze whether the regular education teachers can count on the help
   of an employee from the Centre for Support and Service Inclusion (SAAI).
   Data were collected in two classrooms in a prefecture's school in Sao
   Paulo city. This procedure occurred through a protocol of observation
   and interviews with the teachers. The results showed that there is a
   discrepancy in the teachers' actions in relation to curricular
   adaptations and interactions with the intellectual disability student.
   The interviewed ones agree that there is no specific time for
   orientation meetings with the teacher from SAAI.}},
Publisher = {{UNIV ESTADUAL PAULISTA JULIO MESQUITA FILHO, FAC CIENCIAS \& TECNOLOGIA}},
Address = {{RUA ROBERTO SIMONSEN 305, JARDIM ROSAS, PRESIDENTE PRUDENTE, SP
   19060-900, BRAZIL}},
Type = {{Article}},
Language = {{Portuguese}},
Affiliation = {{Bezerra, AMD (Reprint Author), UNESP, Educ Especial, Marilia, Brazil.
   de Oliveira Bezerra, Ana Maria, UNESP, Educ Especial, Marilia, Brazil.
   de Oliveira Bezerra, Ana Maria, Univ Santo Amaro, Univ Santo Amaro, Sao Paulo, Brazil.
   Xavier Fonseca-Janes, Cristiane Regina, Univ Estadual Paulista, UNESP, Fac Filosofia Ciencias, Sao Paulo, Brazil.}},
ISSN = {{2236-0441}},
Keywords = {{Curriculum adaptation; Inclusive education; Special education;
   Intellectual Disability}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{aninha\_kcnd@hotmail.com
   crisrefonseca@gmail.com}},
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Number-of-Cited-References = {{21}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Nuances}},
Doc-Delivery-Number = {{V36VQ}},
Unique-ID = {{ISI:000215996100016}},
DA = {{2020-03-18}},
}

@article{ ISI:000351907400001,
Author = {Lambert, Rachel},
Title = {{Constructing and resisting disability in mathematics classrooms: a case
   study exploring the impact of different pedagogies}},
Journal = {{EDUCATIONAL STUDIES IN MATHEMATICS}},
Year = {{2015}},
Volume = {{89}},
Number = {{1}},
Pages = {{1-18}},
Month = {{MAY}},
Abstract = {{This study demonstrates the importance of a critical lens on disability
   in mathematics educational research. This ethnographic and interview
   study investigated how ability and disability were constructed over 1
   year in a middle school mathematics classroom. Children participated in
   two kinds of mathematical pedagogy that positioned children differently:
   procedural and discussion-based. These practices shifted over time, as
   the teacher increasingly focused on memorization of procedures to
   prepare for state testing. Two Latino/a children with learning
   disabilities, Ana and Luis, used multiple cultural practices as
   resources, mixing and remixing their engagement in and identifications
   with mathematics. Ana, though mastering the procedural performances
   necessary for success in the second half of the year, authored herself
   as separate from mathematics, creating distance between herself and
   those she considered ``smarties.{''} Luis was identified as a creative
   mathematical problem-solver and was initially positioned as a ``top{''}
   mathematics student. As the pedagogy shifted towards memorization, Luis
   resisted the pedagogy of procedures and continued to identify as a
   creative thinker in mathematics. Yet, his teachers saw him as
   increasingly disabled and eventually placed him in a group only for
   those in special education. This group, which Luis named the
   ``unsmartest group,{''} was seen as least competent in mathematics by
   both teachers and students. The narratives of Luis and Ana highlight
   mathematics classrooms as relational and emotional and demonstrate
   different strategies of resistance to the construction of mathematical
   disability.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lambert, R (Reprint Author), Chapman Univ, Coll Educ Studies, One Univ Dr, Orange, CA 92866 USA.
   Chapman Univ, Coll Educ Studies, Orange, CA 92866 USA.}},
DOI = {{10.1007/s10649-014-9587-6}},
ISSN = {{0013-1954}},
EISSN = {{1573-0816}},
Keywords = {{Disability studies; Special education; Identity; Equity; Urban schools;
   Learning disability}},
Keywords-Plus = {{LEARNING-DISABILITY; STUDENTS; DISPROPORTIONALITY; PARTICIPATION;
   PERSPECTIVES; RESISTANCE; CRITIQUE; MATH; RACE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{lambertr@chapman.edu}},
ORCID-Numbers = {{McMahon, Don/0000-0002-0348-4042}},
Funding-Acknowledgement = {{National Science Foundation (NSF)National Science Foundation (NSF)
   {[}REC-0447542]}},
Funding-Text = {{The research reported was supported in part by the National Science
   Foundation (NSF) under grant no. REC-0447542. Any opinions, findings,
   and conclusions or recommendations expressed in this material are those
   of the authors and do not necessarily reflect the views of the NSF.}},
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Number-of-Cited-References = {{66}},
Times-Cited = {{16}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{27}},
Journal-ISO = {{Educ. Stud. Math.}},
Doc-Delivery-Number = {{CE5WV}},
Unique-ID = {{ISI:000351907400001}},
DA = {{2020-03-18}},
}

@article{ ISI:000353622000001,
Author = {Audhoe, Selwin S. and Nieuwenhuijsen, Karen and Hoving, Jan L. and
   Sluiter, Judith K. and Frings-Dresen, Monique H. W.},
Title = {{The effectiveness of the `'Brainwork Intervention{''} in reducing sick
   leave for unemployed workers with psychological problems: design of a
   controlled clinical trial}},
Journal = {{BMC PUBLIC HEALTH}},
Year = {{2015}},
Volume = {{15}},
Month = {{APR 14}},
Abstract = {{Background: Among the working population, unemployed, temporary agency
   and expired fixed-term contract workers having psychological problems
   are a particularly vulnerable group, at risk for sickness absence and
   prolonged work disability. Studies investigating the effectiveness of
   return-to-work (RTW) interventions on these workers, who are without an
   employment contract, are scarce. Therefore, a RTW intervention called
   `Brainwork' was developed. The objective of this paper is to describe
   the `Brainwork Intervention' and the trial design evaluating its
   effectiveness in reducing the duration of sick leave compared to usual
   care.
   Methods/Design: The `Brainwork Intervention' is designed to assist
   unemployed, temporary agency and expired fixed-term contract workers who
   are sick-listed due to psychological problems, with their return to
   work. The `Brainwork Intervention' uses an activating approach: in the
   early stage of sick leave, workers are encouraged to exercise and
   undertake activities aimed at regaining control and functional recovery
   while job coaches actively support their search for (temporary) jobs.
   The content of the intervention is tailored to the severity of the
   psychological problems and functional impairments, as well as the
   specific psychosocial problems encountered by the sick-listed worker.
   The intervention study is designed as a quasi-randomized controlled
   clinical trial with a one-year follow-up and is being conducted in the
   Netherlands. The control group receives care as usual with minimal
   involvement of occupational health professionals. Outcomes are measured
   at baseline, and 4, 8 and 12 months after initiation of the program. The
   primary outcome measure is the duration of sick leave. Secondary outcome
   measures are: the proportion of subjects who returned to work at 8 and
   12 months; the number of days of paid employment during the follow-up
   period; the degree of worker participation; the level of psychological
   complaints; and the self-efficacy for return to work. The cost-benefit
   analysis will be evaluated from an insurer's perspective.
   Discussion: The methodological considerations of the study design are
   discussed. In this trial we evaluate the effectiveness of an
   intervention in real occupational health practice, rather than under
   highly controlled circumstances. The results will be published in 2015.}},
Publisher = {{BMC}},
Address = {{CAMPUS, 4 CRINAN ST, LONDON N1 9XW, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Audhoe, SS (Reprint Author), Univ Amsterdam, Acad Med Ctr, Res Ctr Insurance Med, Dept Coronel Inst Occupat Health, POB 22700, NL-1100 DE Amsterdam, Netherlands.
   Audhoe, Selwin S.; Nieuwenhuijsen, Karen; Hoving, Jan L.; Sluiter, Judith K.; Frings-Dresen, Monique H. W., Univ Amsterdam, Acad Med Ctr, Res Ctr Insurance Med, Dept Coronel Inst Occupat Health, NL-1100 DE Amsterdam, Netherlands.}},
DOI = {{10.1186/s12889-015-1728-z}},
Article-Number = {{377}},
EISSN = {{1471-2458}},
Keywords = {{Unemployment; Participation; Return-to-work; Sick leave; Vocational
   rehabilitation; Intervention; Counselling; Psychological problems}},
Keywords-Plus = {{RANDOMIZED CONTROLLED-TRIALS; PRECARIOUS EMPLOYMENT;
   OCCUPATIONAL-HEALTH; MENTAL-DISORDERS; BACK-PAIN; ABSENCE; TERM;
   REHABILITATION; CONSEQUENCES; DISTRESS}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{s.s.audhoe@amc.uva.nl}},
ResearcherID-Numbers = {{Hoving, Jan L/O-2235-2013
   Hoving, Jan/C-3744-2017}},
ORCID-Numbers = {{Hoving, Jan L/0000-0002-0461-4013
   }},
Funding-Acknowledgement = {{Dutch Social Security Agency}},
Funding-Text = {{Appreciation is extended to the OH professionals of the SSA for their
   cooperation in executing the Brainwork Intervention. Special thanks to
   the OH professionals of the front office Hengelo of the SSA for
   developing a part of the Brainwork Intervention. We also thank the Dutch
   Social Security Agency for making OH professionals available for the
   controlled clinical trial and for their financial support.}},
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   World Med Assoc, 2013, JAMA-J AM MED ASSOC, V310, P2191, DOI 10.1001/jama.2013.281053.}},
Number-of-Cited-References = {{42}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{BMC Public Health}},
Doc-Delivery-Number = {{CG9GE}},
Unique-ID = {{ISI:000353622000001}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000361888800016,
Author = {Loots, Lliane},
Title = {{``You don't look like a dancer!{''}: Gender and disability politics in
   the arena of dance as performance and as a tool for learning in South
   Africa}},
Journal = {{AGENDA-EMPOWERING WOMEN FOR GENDER EQUITY}},
Year = {{2015}},
Volume = {{29}},
Number = {{2, SI}},
Pages = {{122-132}},
Month = {{APR 3}},
Abstract = {{This briefing interrogates disability and its activist and artistic
   engagement with (contemporary) dance by looking at the legacies of
   current integrated/disabled dance programmes and companies Candoco in
   the United Kingdom and Remix in South Africa. This briefing links
   feminist engagement with critical dance studies to break male codes of
   reception and assumed hegemonic correct' dancing bodies, with disability
   studies and the politics around representations of wellness'. A gendered
   case study of the politics and process of working in a performance and
   dance educational environment with young disabled dancers in a programme
   run by myself and FLATFOOT DANCE COMPANY in Durban called LeftFeetFIRST!
   is shared. The core argument is that dance's engagement with disability,
   under the right circumstances, can be a liberatory pedagogy.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Loots, L (Reprint Author), Univ KwaZulu Natal, Howard Coll Campus, Drama \& Performance Studies Programme, Durban, South Africa.
   Loots, Lliane, Univ KwaZulu Natal, Howard Coll Campus, Drama \& Performance Studies Programme, Durban, South Africa.
   Loots, Lliane, South African \& KwaZulu Natal Based FLATFOOT DANC, Durban, South Africa.}},
DOI = {{10.1080/10130950.2015.1040695}},
ISSN = {{1013-0950}},
EISSN = {{2158-978X}},
Keywords = {{dance; disability; education; performance; liberatory pedagogy}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
Author-Email = {{lootsl@ukzn.ac.za}},
Cited-References = {{Andre Lepecki, 2005, PRESENCE BODY.
   Ann Daly, 1991, UNLIMITED PARTNERSHI, P1.
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   Tong R, 2014, FEMINIST THOUGHT A M.}},
Number-of-Cited-References = {{22}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Agenda-Empower. Women Gend. Equity}},
Doc-Delivery-Number = {{CS2HC}},
Unique-ID = {{ISI:000361888800016}},
DA = {{2020-03-18}},
}

@article{ ISI:000365313200003,
Author = {Lorenzo, T. and van Pletzen, E. and Booyens, M.},
Title = {{Determining the competences of community based workers for
   disability-inclusive development in rural areas of South Africa,
   Botswana and Malawi}},
Journal = {{RURAL AND REMOTE HEALTH}},
Year = {{2015}},
Volume = {{15}},
Number = {{2}},
Month = {{APR-JUN}},
Abstract = {{Introduction: Persons with disabilities and their families still live
   with stigma and a high degree of social exclusion especially in rural
   areas, which are often poorly resourced and serviced. Community-based
   workers in health and social development are in an ideal position to
   assist in providing critical support for some of those most at risk of
   neglect in these areas. This article analyses the work of community
   disability workers (CDWs) in three southern African countries to
   demonstrate the competencies that these workers acquired to make a
   contribution to social justice for persons with disabilities and their
   families. It points to some gaps and then argues that these competencies
   should be consolidated and strengthened in curricula, training and
   policy. The article explores local experiences and practices of CDWs so
   as to understand and demonstrate their professional competencies and
   capacity to deliver disability-inclusive services in rural areas, ways
   that make all information, activities and programs offered accessible
   and available to persons with disabilities.
   Methods: A qualitative interpretive approach was adopted, informed by a
   life history approach. Purposive sampling was used to select 16 CDWs who
   had at least 5 years experience of disability-related work in a rural
   area. In-depth interviews with CDWs were conducted by postgraduate
   students in Disability Studies. An inductive and interpretative
   phenomenological approach was used to analyse data.
   Results: Three main themes with sub-categories emerged demonstrating the
   competencies of CDWs. First, integrated management of health conditions
   and impairments within a family focus comprised `focus on the functional
   abilities' and `communication, information gathering and sharing'.
   Second, negotiating for disability-inclusive community development
   included four sub-categories, namely `mobilising families and community
   leaders', `finding local solutions with local resources', `negotiating
   retention and transitions through the education system' and `promoting
   participation in economic activities'. Third, coordinated and efficient
   intersectoral management systems involved `gaining community and
   professional recognition' and the ability to coordinate efforts ('it's
   not a one-man show'). The CDWs spoke of their commitment to fighting the
   inequities and social injustices that persons with disabilities
   experienced. They facilitate change and manage the multiple transitions
   experienced by the families at different stages of the disabled person's
   development.
   Conclusions: Disability-inclusive development embraces a philosophy of
   social inclusion and a set of values that seeks to protect the human
   dignity and rights of persons with disabilities. It requires a workforce
   equipped with skills to work intersectorally and in a cross-disciplinary
   manner in order to operationalise the community-based rehabilitation
   guidelines that are designed to promote delivery of services in remote
   and rural areas. CDWs potentially have a unique set of competencies that
   enables them to facilitate disability-inclusive community development in
   rural areas. The themes reveal how the CDWs contribute to building
   relationships that restore the humanity and dignity of persons with
   disabilities in their family and community. These competencies draw from
   different disciplines which necessitates recognition of the CDWs as a
   cross-disciplinary profession.}},
Publisher = {{AUSTRALIAN RURAL HEALTH EDUC NETWORK}},
Address = {{PO BOX 242, DEAKIN WEST, ACT 2600, AUSTRALIA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lorenzo, T (Reprint Author), Univ Cape Town, ZA-7925 Cape Town, Western Cape, South Africa.
   Lorenzo, T.; van Pletzen, E.; Booyens, M., Univ Cape Town, ZA-7925 Cape Town, Western Cape, South Africa.}},
Article-Number = {{2919}},
ISSN = {{1445-6354}},
Keywords = {{audiology; community health workers; community-based rehabilitation;
   development workers; disability; occupational therapy; physiotherapy;
   primary health care; social work; southern Africa; speech therapy}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Funding-Acknowledgement = {{Programme for Enhancing Research Capacity (PERC); Research Office,
   University of Cape Town; National Research Foundation Community
   Engagement Strategy}},
Funding-Text = {{Funding and intellectual support was provided from the Programme for
   Enhancing Research Capacity (PERC), Research Office, University of Cape
   Town and the National Research Foundation Community Engagement Strategy.
   Thank you to the CDWs who were willing to be participants in the study.
   Thank you to members of the research team: Sylvester Butao, Bryson
   Kabaso, Zelda Mbu and Khadija Mashuke (postgraduate diploma students,
   data gathering and data analysis workshop); Callista Kahonde (PhD
   candidate, data analysis workshop); Dr Sarah Rule (honorary senior
   lecturer, co- supervisor, interview training, data analysis workshop);
   Professor Roy McConkey (visiting professor, guidance throughout
   project); Ikechukwu Nwanse (project manager); Dr Ermien van Pletzen
   (co-supervisor, data analysis, co-author); Dr Margaret Booyens (data
   analysis, co-author); and Associate Professor Theresa Lorenzo (project
   leader, lead author, supervisor). The authors appreciate the insightful
   comments from the reviewers that improved the coherence of the article.}},
Cited-References = {{Chappell P, 2012, DISABILITY CATALYST, V2, P5.
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   WHO (World Health Organization), 2010, COMM BAS REH GUID.
   World Health Organization, 1978, ALM ATL DECL.}},
Number-of-Cited-References = {{23}},
Times-Cited = {{13}},
Usage-Count-Last-180-days = {{5}},
Usage-Count-Since-2013 = {{35}},
Journal-ISO = {{Rural Remote Health}},
Doc-Delivery-Number = {{CW9IU}},
Unique-ID = {{ISI:000365313200003}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000365124200005,
Author = {Nijs, Greg and Heylighen, Ann},
Title = {{Turning disability experience into expertise in assessing building
   accessibility: A contribution to articulating disability epistemology}},
Journal = {{ALTER-EUROPEAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2015}},
Volume = {{9}},
Number = {{2}},
Pages = {{144-156}},
Month = {{APR-JUN}},
Abstract = {{In this article, the authors elaborate on the issue of turning
   disability experience into expertise, and that of the development of
   disability epistemology. They do so by applying an approach transposed
   from the field of science and technology studies (STS). As a field and
   approach that departs from more traditional understandings of
   epistemology, STS could well serve the articulation of a proper
   disability epistemology, and as such it could inform the wider field of
   disability studies. To this end, the article focuses on a European
   city's Accessibility Advisory Committee (AAC), led by and (largely)
   composed of volunteering citizens living with an impairment. In order to
   influence the city's built environment, the AAC has to develop tools to
   translate its experience into something usable for the professionals
   (planners, architects, city council and city administrations) involved
   in the decisionmaking process. One tool the AAC uses is a move-through
   building assessment. The authors follow the devising and realization of
   such a move-through assessment organised by the AAC where people with
   different impairments together with nondisabled participants visit a
   recently finished building to assess its accessibility based on their
   proper experience. The empirical material comes from observations
   obtained through participant observation of the assessment, its
   preparation and the collective discussions afterwards. The analysis of
   the ethnographic material of this move-through assessment provides a
   rich understanding of how citizens with an impairment can impact their
   city's built environment and vice versa. Three strands are explored: How
   is the tool devised? How is it put into practice? How does it affect the
   participating actors? (C) 2015 Published by Elsevier Masson SAS on
   behalf of Association ALTER.}},
Publisher = {{ELSEVIER MASSON}},
Address = {{VIA PALEOCAPA 7, 20121 MILANO, ITALY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Heylighen, A (Reprint Author), Katholieke Univ Leuven, Dept Architecture Res Design, Kasteelpk Arenberg 1,Box 2431, B-3001 Heverlee, Leuven, Belgium.
   Nijs, Greg; Heylighen, Ann, Katholieke Univ Leuven, Dept Architecture Res Design, B-3001 Heverlee, Leuven, Belgium.}},
DOI = {{10.1016/j.alter.2014.12.001}},
ISSN = {{1875-0672}},
EISSN = {{1875-0680}},
Keywords = {{Disability; Disability epistemology; Experience; Expertise; STS}},
Keywords-Plus = {{PERFORMATIVITY; INTERFERENCES; DEVICES}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{greg.nijs@asro.kuleuven.be
   ann.heylighen@asro.kuleven.be}},
ResearcherID-Numbers = {{Heylighen, Ann/K-2511-2014
   Heylighen, Ann/O-7568-2019}},
ORCID-Numbers = {{Heylighen, Ann/0000-0001-6811-3464
   Heylighen, Ann/0000-0001-6811-3464}},
Cited-References = {{Barad K, 2003, SIGNS, V28, P801, DOI 10.1086/345321.
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   Yaneva A., 2009, MAKING BUILDING.}},
Number-of-Cited-References = {{30}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Alter}},
Doc-Delivery-Number = {{CW6RC}},
Unique-ID = {{ISI:000365124200005}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000353160100011,
Author = {Forman-Hoffman, Valerie L. and Ault, Kimberly L. and Anderson, Wayne L.
   and Weiner, Joshua M. and Stevens, Alissa and Campbell, Vincent A. and
   Armour, Brian S.},
Title = {{Disability Status, Mortality, and Leading Causes of Death in the United
   States Community Population}},
Journal = {{MEDICAL CARE}},
Year = {{2015}},
Volume = {{53}},
Number = {{4}},
Pages = {{346-354}},
Month = {{APR}},
Abstract = {{Objective: We examined the effect of functional disability on all-cause
   mortality and cause-specific deaths among community-dwelling US adults.
   Methods: We used data from 142,636 adults who participated in the
   1994-1995 National Health Interview Survey-Disability Supplement
   eligible for linkage to National Death Index records from 1994 to 2006
   to estimate the effects of disability on mortality and leading causes of
   death.
   Results: Adults with any disability were more likely to die than adults
   without disability (19.92\% vs. 10.94\%; hazard ratio = 1.51, 95\%
   confidence interval, 1.45-1.57). This association was statistically
   significant for most causes of death and for most types of disability
   studied. The leading cause of death for adults with and without
   disability differed (heart disease and malignant neoplasms,
   respectively).
   Conclusions: Our results suggest that all-cause mortality rates are
   higher among adults with disabilities than among adults without
   disabilities and that significant associations exist between several
   types of disability and cause-specific mortality. Interventions are
   needed that effectively address the poorer health status of people with
   disabilities and reduce the risk of death.}},
Publisher = {{LIPPINCOTT WILLIAMS \& WILKINS}},
Address = {{TWO COMMERCE SQ, 2001 MARKET ST, PHILADELPHIA, PA 19103 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Forman-Hoffman, VL (Reprint Author), RTI Int, 3040 W Cornwallis Rd, Res Triangle Pk, NC 27709 USA.
   Forman-Hoffman, Valerie L.; Ault, Kimberly L.; Anderson, Wayne L.; Weiner, Joshua M., RTI Int, Res Triangle Pk, NC 27709 USA.
   Stevens, Alissa; Campbell, Vincent A.; Armour, Brian S., Ctr Dis Control \& Prevent, Div Human Dev \& Disabil, Natl Ctr Birth Defects \& Dev Disabil, Atlanta, GA USA.}},
ISSN = {{0025-7079}},
EISSN = {{1537-1948}},
Keywords = {{disability; mortality; cause of death}},
Keywords-Plus = {{SELF-RATED HEALTH; MENTAL-ILLNESS; PHYSICAL-DISABILITIES; PREDICTING
   MORTALITY; SECONDARY CONDITIONS; FUNCTIONAL ABILITY; CANCER-MORTALITY;
   OLDER-ADULTS; WOMEN; PEOPLE}},
Research-Areas = {{Health Care Sciences \& Services; Public, Environmental \& Occupational
   Health}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; Health Policy \& Services; Public,
   Environmental \& Occupational Health}},
Author-Email = {{vhoffman@rti.org}},
ORCID-Numbers = {{Anderson, Wayne/0000-0002-5839-188X}},
Funding-Acknowledgement = {{Intramural CDC HHS {[}CC999999]}},
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Number-of-Cited-References = {{36}},
Times-Cited = {{23}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Med. Care}},
Doc-Delivery-Number = {{CG3EE}},
Unique-ID = {{ISI:000353160100011}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000352319100003,
Author = {Dunn, Dana S. and Andrews, Erin E.},
Title = {{Person-First and Identity-First Language Developing Psychologists'
   Cultural Competence Using Disability Language}},
Journal = {{AMERICAN PSYCHOLOGIST}},
Year = {{2015}},
Volume = {{70}},
Number = {{3}},
Pages = {{255-264}},
Month = {{APR}},
Abstract = {{The American Psychological Association (APA) advocates the use of
   person-first language (e.g., people with disabilities) to refer to
   individuals with disabilities in daily discourse and to reduce bias in
   psychological writing. Disability culture advocates and disability
   studies scholars have challenged the rationale for and implications of
   exclusive person-first language use, promoting use of identity-first
   language (e.g., disabled people). We argue that psychologists should
   adopt identity-first language alongside person-first constructions to
   address the concerns of disability groups while promoting human dignity
   and maintaining scientific and professional rigor. We review the
   evolution of disability language and then discuss the major models used
   to characterize disability and people with disabilities. The rationale
   for person-first language and the emergence of identity-first language,
   respectively, are linked to particular models. We then discuss some
   language challenges posed by identity-first language and the current
   intent of person-first language, suggesting that psychologists make
   judicious use of the former when it is possible to do so. We conclude by
   offering five observations of ways that use of both person-first and
   identity-first language could enhance psychologists' cultural competence
   regarding disability issues in personal and scientific communications.}},
Publisher = {{AMER PSYCHOLOGICAL ASSOC}},
Address = {{750 FIRST ST NE, WASHINGTON, DC 20002-4242 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Dunn, DS (Reprint Author), Moravian Coll, Dept Psychol, 1200 Main St, Bethlehem, PA 18018 USA.
   Dunn, Dana S., Moravian Coll, Dept Psychol, Bethlehem, PA 18018 USA.
   Andrews, Erin E., Cent Texas VA Hlth Care Syst, Austin, TX 78744 USA.
   Andrews, Erin E., Texas A\&M Hlth Sci Ctr Coll Med, Round Rock, TX USA.}},
DOI = {{10.1037/a0038636}},
ISSN = {{0003-066X}},
EISSN = {{1935-990X}},
Keywords = {{disability identity; disability studies; identity-first language;
   person-first language}},
Keywords-Plus = {{PHYSICAL-DISABILITY; CONTACT; GUIDELINES; AMERICAN; NAME}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Multidisciplinary}},
Author-Email = {{dunn@moravian.edu
   erin.andrews2@va.gov}},
ORCID-Numbers = {{Andrews, Erin/0000-0001-7844-470X}},
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Number-of-Cited-References = {{67}},
Times-Cited = {{73}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{16}},
Journal-ISO = {{Am. Psychol.}},
Doc-Delivery-Number = {{CF1PJ}},
Unique-ID = {{ISI:000352319100003}},
DA = {{2020-03-18}},
}

@article{ ISI:000351679800004,
Author = {Cushing, Pamela},
Title = {{What counts as a community? Alternative approaches to inclusion and
   developmental disability}},
Journal = {{INTERNATIONAL JOURNAL OF DEVELOPMENTAL DISABILITIES}},
Year = {{2015}},
Volume = {{61}},
Number = {{2}},
Pages = {{83-92}},
Month = {{APR}},
Abstract = {{The thrust of the last half-century of Community Inclusion ideologies
   has been that people living with intellectual or developmental
   disability deserve opportunities for meaningful relationships in genuine
   communities. Disability Studies' core shift has been to arguing for less
   pathologizing of disability and person-fixing and more systems and
   environment-changing. Good progress has been made on many fronts, but I
   argue that the field has been too vague and overly optimistic about
   specifying what `community' is, and what it can and cannot do for people
   with developmental disability (PWDD). This ambiguity, paired with
   inadequate comparative, empirical studies that centre on the experiences
   and stated desires of people with developmental disabilities, has
   allowed a collection of stories or meta-narratives that advocate a
   single, narrow version of inclusion to prevail. While the vision in
   these stories has potential, it should not be so dominant since it does
   not account for other documented realities, the choices of some PWDD,
   and other research on communities, attitudes and inclusion. I document
   these meta-narratives against the backdrop of the history of PWDD in
   community, and offer three successful alternative versions of inclusion
   and community as identified by PWDD and their families.}},
Publisher = {{MANEY PUBLISHING}},
Address = {{STE 1C, JOSEPHS WELL, HANOVER WALK, LEEDS LS3 1AB, W YORKS, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cushing, P (Reprint Author), Western Univ, Kings Univ Coll, Disabil Studies, Ottawa, ON, Canada.
   Western Univ, Kings Univ Coll, Disabil Studies, Ottawa, ON, Canada.}},
DOI = {{10.1179/2047386914Z.00000000091}},
ISSN = {{2047-3869}},
EISSN = {{2047-3877}},
Keywords = {{Camphill; community; developmental disability; intellectual disability;
   L'Arche; meta-narratives; relationships; social inclusion}},
Keywords-Plus = {{INTELLECTUAL DISABILITY; STIGMA; PEOPLE}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{pcushin@uwo.ca}},
Funding-Acknowledgement = {{Social Science and Humanities Research Council of Canada (SSHRC)Social
   Sciences and Humanities Research Council of Canada (SSHRC);
   Developmental Disability Division grant (Western University); Disability
   Fellowship of the Scottish Rite Mission, Canada}},
Funding-Text = {{Both of the original ethnographic projects were undertaken with the
   generous funding of the Social Science and Humanities Research Council
   of Canada (SSHRC). Other research in this paper funded by: the
   Developmental Disability Division grant (Western University) and the
   Disability Fellowship of the Scottish Rite Mission, Canada.}},
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Number-of-Cited-References = {{75}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Int. J. Dev. Disabil.}},
Doc-Delivery-Number = {{CE2VY}},
Unique-ID = {{ISI:000351679800004}},
DA = {{2020-03-18}},
}

@article{ ISI:000352180100001,
Author = {Magasi, Susan and Wong, Alex and Gray, David B. and Hammel, Joy and
   Baum, Carolyn and Wang, Chia-Chiang and Heinemann, Allen W.},
Title = {{Theoretical Foundations for the Measurement of Environmental Factors and
   Their Impact on Participation Among People With Disabilities}},
Journal = {{ARCHIVES OF PHYSICAL MEDICINE AND REHABILITATION}},
Year = {{2015}},
Volume = {{96}},
Number = {{4}},
Pages = {{569-577}},
Month = {{APR}},
Abstract = {{The ascendance of the World Health Organization's International
   Classification of Functioning, Disability and Heath (ICF) as the global
   standard for describing and characterizing aspects of disability has
   refocused attention on the role that environmental factors (EFs) have on
   the health and participation of people with disabilities, both as
   individuals and as a group. There has been a rise in the development of
   instruments designed to measure EFs alone and in relation to
   participation. Some instrument developers have used the ICF as a
   theoretical base for instrument development and to substantiate content
   validity claims. We contend that this is a misapplication of the ICF.
   There is a need to step back and reexamine the role that environmental
   theories can play in developing a conceptually driven approach to
   measuring the interaction between EFs and participation. For this
   review, we draw on the fields of social, community, and developmental
   psychology; disability studies; gerontology; public health; and
   rehabilitation. We discuss different approaches to the measurement of
   EFs. We suggest that given the complex nature of EFs and their influence
   on participation, there is a need for a fresh approach to EF
   measurement. The thoughtful application of theories and the use of
   advanced psychometric, measurement, and e-technologies and data
   visualization methods may enable researchers and clinicians to better
   quantify, document, and communicate the dynamic interrelationship
   between EFs and participation and health outcomes for people with
   disabilities at the individual, group, and population levels. (C) 2015
   by the American Congress of Rehabilitation Medicine.}},
Publisher = {{W B SAUNDERS CO-ELSEVIER INC}},
Address = {{1600 JOHN F KENNEDY BOULEVARD, STE 1800, PHILADELPHIA, PA 19103-2899 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Magasi, S (Reprint Author), Univ Illinois, Dept Occupat Therapy, 1919 W Taylor St,Rm 327, Chicago, IL 60612 USA.
   Magasi, Susan; Hammel, Joy, Univ Illinois, Dept Occupat Therapy, Chicago, IL 60612 USA.
   Magasi, Susan; Heinemann, Allen W., Northwestern Univ, Dept Phys Med \& Rehabil, Feinberg Sch Med, Chicago, IL 60611 USA.
   Wong, Alex; Gray, David B.; Baum, Carolyn, Washington Univ, Dept Occupat Therapy, St Louis, MO USA.
   Gray, David B.; Baum, Carolyn, Washington Univ, Dept Neurol, St Louis, MO USA.
   Hammel, Joy, Univ Illinois, Dept Disabil \& Human Dev, Chicago, IL USA.
   Baum, Carolyn, Univ Illinois, Dept Social Work, Chicago, IL USA.
   Wang, Chia-Chiang, SUNY Buffalo, Sch \& Educ Psychol, Dept Counseling, Buffalo, NY 14260 USA.
   Heinemann, Allen W., Rehabil Inst Chicago, Ctr Rehabil Outcomes Res, Chicago, IL 60611 USA.}},
DOI = {{10.1016/j.apmr.2014.12.002}},
ISSN = {{0003-9993}},
EISSN = {{1532-821X}},
Keywords = {{Environment; Patient-centered outcomes; Psychometrics; Rehabilitation;
   Research; Social participation; Social theory}},
Keywords-Plus = {{TRAUMATIC BRAIN-INJURY; SELF-RATED HEALTH; QUALITY-OF-LIFE;
   INTERNATIONAL CLASSIFICATION; BUILT ENVIRONMENT; MOMENTARY ASSESSMENT;
   SOCIAL DETERMINANTS; INSIDER PERSPECTIVE; CLINICAL-RESEARCH; COMMUNITY}},
Research-Areas = {{Rehabilitation; Sport Sciences}},
Web-of-Science-Categories  = {{Rehabilitation; Sport Sciences}},
Author-Email = {{smagas1@uic.edu}},
ORCID-Numbers = {{Heinemann, Allen/0000-0003-2782-7326}},
Funding-Acknowledgement = {{National Institute on Disability and Rehabilitation Research through a
   Rehabilitation Research and Training Center on Improving Measurement of
   Medical Rehabilitation Outcomes grant {[}H133B090024]; Craig H. Neilsen
   Foundation {[}290474]}},
Funding-Text = {{Supported in part by The National Institute on Disability and
   Rehabilitation Research through a Rehabilitation Research and Training
   Center on Improving Measurement of Medical Rehabilitation Outcomes grant
   (grant no. H133B090024); and the Craig H. Neilsen Foundation (grant no
   290474). The content of this publication is solely the responsibility of
   the authors and does not necessarily represent the official views of the
   National Institute on Disability and Rehabilitation Research or the
   Craig H. Neilsen Foundation.}},
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Number-of-Cited-References = {{84}},
Times-Cited = {{43}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{48}},
Journal-ISO = {{Arch. Phys. Med. Rehabil.}},
Doc-Delivery-Number = {{CE9RC}},
Unique-ID = {{ISI:000352180100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000353394800001,
Author = {Timander, Ann-Charlott and Grinyer, Anne and Moller, Anders},
Title = {{The study of mental distress and the (re)construction of identities in
   men and women with experience of long-term mental distress}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{3}},
Pages = {{327-339}},
Month = {{MAR 16}},
Abstract = {{This article explores the possibility of using a theoretical framework
   drawn from disability studies in the field of mental health, and the
   study of identity (re)construction in the recovery process. In this PhD
   project, 33 narratives were analysed using framework analysis. The
   analysis showed that disablism was present and powerful in the
   participants' lives, and also showed how disablism shaped how the
   participants thought and felt about themselves. As Carol Thomas argues,
   when analysing disablism one should also focus on who we are and are
   prevented from being, as disabled people. The conclusion is that
   processes of oppression were central when it comes to understanding the
   (re)construction of identities. A disability studies perspective is thus
   relevant in the field of mental distress, and can be used to enhance the
   understanding of the process of identity (re)construction.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Timander, AC (Reprint Author), Univ Lancaster, Fac Hlth \& Med, Div Hlth Res, Lancaster, England.
   Timander, Ann-Charlott; Grinyer, Anne, Univ Lancaster, Fac Hlth \& Med, Div Hlth Res, Lancaster, England.
   Moller, Anders, Ersta Skondal Coll Univ, Bracke Diakoni, Gothenburg, Sweden.}},
DOI = {{10.1080/09687599.2014.999911}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability studies; mental distress; identity; disablism; recovery}},
Keywords-Plus = {{RECOVERY; ILLNESS; DISABILITY; PEOPLE; SELF; GOT}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{a.timander1@lancaster.ac.uk}},
ResearcherID-Numbers = {{Moller, Anders/O-6665-2016
   }},
ORCID-Numbers = {{Moller, Anders/0000-0003-3739-4675
   Grinyer, Anne/0000-0002-4250-1773}},
Funding-Acknowledgement = {{Economic and Social Research Council {[}ESRC]Economic \& Social Research
   Council (ESRC) {[}ES/1902945/1]}},
Funding-Text = {{This work was supported by the Economic and Social Research Council
   {[}ESRC Grant ES/1902945/1].}},
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Number-of-Cited-References = {{36}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{CG6GE}},
Unique-ID = {{ISI:000353394800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000352626100005,
Author = {Owens, Janine},
Title = {{Exploring the critiques of the social model of disability: the
   transformative possibility of Arendt's notion of power}},
Journal = {{SOCIOLOGY OF HEALTH \& ILLNESS}},
Year = {{2015}},
Volume = {{37}},
Number = {{3}},
Pages = {{385-403}},
Month = {{MAR}},
Abstract = {{The social model of disability has demonstrated political success for
   disabled people in society. At the same time, it has been labelled an
   outdated ideology in need of further development. While the social model
   of disability has been used successfully for political activism, it has
   simultaneously created conflict and tensions in disability studies,
   sociology and the sociology of the body. This article sheds light on the
   confusion surrounding the social model of disability by discussing the
   historical emergence of its different forms. It then proceeds to analyse
   and evaluate key criticisms of the social model of disability. The
   article then goes on to explore the relevance of different forms of
   power to the current discourse on disability before proceeding to
   explore in depth what might be gained from the approach of one
   particular theorist on power; Hannah Arendt. It suggests that there may
   be merit in drawing on Arendt and illustrates some of the benefits of a
   more nuanced idea of a pluralistic body and experiences.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Owens, J (Reprint Author), Univ Sheffield, Acad Unit Dent Publ Hlth, Sch Clin Dent Claremont Crescent, Sheffield S10 2TA, S Yorkshire, England.
   Owens, Janine, Univ Sheffield, Acad Unit Dent Publ Hlth, Sheffield S10 2TA, S Yorkshire, England.}},
DOI = {{10.1111/1467-9566.12199}},
ISSN = {{0141-9889}},
EISSN = {{1467-9566}},
Keywords = {{social model of disability; oppression; power; Arendt}},
Keywords-Plus = {{DISABLED PEOPLE; CHRONIC ILLNESS; HIGH-QUALITY; RETHINKING; POLITICS;
   BODY; LIFE; REHABILITATION; REPRESENTATION; IMPAIRMENT}},
Research-Areas = {{Public, Environmental \& Occupational Health; Biomedical Social
   Sciences; Sociology}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health; Social Sciences,
   Biomedical; Sociology}},
Author-Email = {{jan.owens@sheffield.ac.uk}},
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   Turner B.S., 1995, MED POWER SOCIAL KNO.
   TURNER BS, 1984, BODY SOC.
   UPIAS, 1975, FUND PRINC DIS.
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   Walmsley J., 2003, INCLUSIVE RES PEOPLE.
   Watson N, 2012, CHILD SOC, V26, P192, DOI 10.1111/j.1099-0860.2012.00432.x.
   Wendell S, 1996, REJECTED BODY FEMINI.
   WILLIAMS G., 1998, DISABILITY READER SO.
   Williams S., 1993, CHRONIC RESP ILLNESS.
   Williams SJ, 1999, SOCIOL HEALTH ILL, V21, P797, DOI 10.1111/1467-9566.00184.
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   Zola I. K, 1982, MISSING PIECES CHRON.
   ZOLA IK, 1989, MILBANK Q, V67, P401, DOI 10.2307/3350151.}},
Number-of-Cited-References = {{134}},
Times-Cited = {{18}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{30}},
Journal-ISO = {{Sociol. Health Ill.}},
Doc-Delivery-Number = {{CF5VT}},
Unique-ID = {{ISI:000352626100005}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000350944500002,
Author = {Jimenez, Bree A. and Staples, Kelli},
Title = {{Access to the Common Core State Standards in Mathematics through Early
   Numeracy Skill Building for Students with Significant Intellectual
   Disability}},
Journal = {{EDUCATION AND TRAINING IN AUTISM AND DEVELOPMENTAL DISABILITIES}},
Year = {{2015}},
Volume = {{50}},
Number = {{1}},
Pages = {{17-30}},
Month = {{MAR}},
Abstract = {{This study investigated the effect of systematic early numeracy skill
   instruction on grade-aligned 4th and 5th grade Common Core math skill
   acquisition for three 4th and 5th grade students with a significant
   intellectual disability. Students were taught early numeracy skills
   (e.g., number identification, making sets to five items, simple
   addition) using theme based lessons, systematic prompting and feedback,
   manipulatives and graphic organizers. Four Common Core math standards
   were task-analyzed to identify the early numeracy skills needed to
   access the standard. A multiple probe across students design was used to
   examine the effects of the early numeracy instruction on the number of
   steps completed on each of the grade-aligned math standards
   task-analysis. Results indicated a functional relationship between the
   early numeracy skill instruction and students independent correct
   responses on grade-aligned math. Implications for practice and future
   research are discussed.}},
Publisher = {{COUNCIL EXCEPTIONAL CHILDREN}},
Address = {{1110 N GLEBE RD, ARLINGTON, VA 22201-5704 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jimenez, BA (Reprint Author), Univ N Carolina, Dept Specialized Educ Serv, Sch Educ 421, POB 26170, Greensboro, NC 28402 USA.
   Jimenez, Bree A.; Staples, Kelli, Univ N Carolina, Greensboro, NC 28402 USA.}},
ISSN = {{2154-1647}},
Keywords-Plus = {{MODERATE; INSTRUCTION}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{bajimene@uncg.edu}},
Cited-References = {{Baroody A. J., 1998, EDUC STUD MATH, V19, P369.
   Baroody AJ, 2004, STUD MATH TH LEARN, P149.
   Browder DM, 2008, EXCEPT CHILDREN, V74, P407, DOI 10.1177/001440290807400401.
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   Browder DM, 2012, J SPEC EDUC, V46, P26, DOI 10.1177/0022466910369942.
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   Jimenez BA, 2008, EDUC TRAIN DEV DISAB, V43, P266.
   Jimenez BA, 2013, EDUC TRAIN AUTISM DE, V48, P479.
   Jimenez BA, 2012, EXCEPT CHILDREN, V78, P301, DOI 10.1177/001440291207800303.
   Kearns JF, 2011, J SPEC EDUC, V45, P3, DOI 10.1177/0022466909344223.
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   Kratochwill T. R., 2010, SINGLE CASE DESIGNS.
   Miller SP, 1997, J LEARN DISABIL, V30, P47, DOI 10.1177/002221949703000104.
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   Neef NA, 2003, J APPL BEHAV ANAL, V36, P21, DOI 10.1901/jaba.2003.36-21.
   {[}NMP Washington D.C.], 2008, FDN SUCC FIN REP NAT.
   Polychronis S. C., 2004, FOCUS AUTISM OTHER D, V19, P140, DOI DOI 10.1177/10883576040190030201.
   Sarama J, 2009, STUD MATH THINK LEAR, P1.
   Scruggs TE, 1998, BEHAV MODIF, V22, P221, DOI 10.1177/01454455980223001.
   Spooner F, 2012, REM SPEC EDUC, V33, P374, DOI 10.1177/0741932511421634.
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   Wolery M, 2010, J SPEC EDUC, V44, P18, DOI 10.1177/0022466908328009.}},
Number-of-Cited-References = {{29}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Journal-ISO = {{Educ. Train. Autism Dev. Disabil.}},
Doc-Delivery-Number = {{CD2YI}},
Unique-ID = {{ISI:000350944500002}},
DA = {{2020-03-18}},
}

@article{ ISI:000350756500008,
Author = {Holmes, Martha Stoddard},
Title = {{Embodied Storytellers: Disability Studies and Medical Humanities}},
Journal = {{HASTINGS CENTER REPORT}},
Year = {{2015}},
Volume = {{45}},
Number = {{2}},
Pages = {{11-15}},
Month = {{MAR-APR}},
Abstract = {{Rereading a canonic book in medical humanities can generate an immediate
   sense of how much has changed in the larger conversations still
   circulating around the issues that book broached in significant ways.
   The appearance in 2013 of the second edition of Arthur Frank's The
   Wounded Storyteller, first published in 1995, prompted me to review what
   has happened in the field of body studies in the intervening decades.
   Some developments point to the continuing importance of Frank's book,
   and others raise productive questions about its limitations.}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Holmes, MS (Reprint Author), Calif State Univ, San Marcos, TX 92078 USA.
   Calif State Univ, San Marcos, TX 92078 USA.}},
DOI = {{10.1002/hast.426}},
ISSN = {{0093-0334}},
EISSN = {{1552-146X}},
Research-Areas = {{Social Sciences - Other Topics; Health Care Sciences \& Services;
   Medical Ethics; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Ethics; Health Care Sciences \& Services; Medical Ethics; Social
   Sciences, Biomedical}},
Cited-References = {{Crenshaw Kimberle, 1991, STANFORD LAW REV, V43, P1241, DOI DOI 10.2307/1229039.
   Jones T., 2014, INTRODUCTION TO HEAL, p{[}1, 6].
   PORTER R, 1985, THEOR SOC, V14, P175, DOI 10.1007/BF00157532.
   Price Herndl D., 2005, PMLA PUBLICATIONS OF, V120, p{[}593, 595].
   Price Herndl D., 2012, RESPONSE PRESENTED A.
   Wendell S., 1996, THE REJECTED BODY FE.}},
Number-of-Cited-References = {{6}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Hastings Cent. Rep.}},
Doc-Delivery-Number = {{CD0JA}},
Unique-ID = {{ISI:000350756500008}},
DA = {{2020-03-18}},
}

@article{ ISI:000350220800005,
Author = {Weiss, Gail},
Title = {{The normal, the natural, and the normative: A Merleau-Pontian legacy to
   feminist theory, critical race theory, and disability studies}},
Journal = {{CONTINENTAL PHILOSOPHY REVIEW}},
Year = {{2015}},
Volume = {{48}},
Number = {{1}},
Pages = {{77-93}},
Month = {{MAR}},
Abstract = {{This essay argues that Merleau-Ponty's phenomenology of embodiment can
   be an extremely helpful ally for contemporary feminist theorists,
   critical race theorists, and disability studies scholars because his
   work suggests that the gender, race, and ability of bodies are not
   innate or fixed features of those bodies, much less corporeal indicators
   of physical, social, psychic, and even moral inferiority, but are
   themselves dynamic phenomena that have the potential to overturn
   accepted notions of normalcy, naturalness, and normativity. Taking
   seriously Merleau-Ponty's insistence that our bodies (rather than our
   consciousnesses) are the means by which we directly engage with the
   world, I suggest, encourages us to be attentive to how an individual's
   or group's gender, race, and bodily abilities differentially affect how
   their bodies are responded to by other bodies. The responses of others,
   in turn, directly influences the significance of an individual's
   (inter)actions within that situation. This essay provides a critical
   examination of specific feminist philosophers, critical race scholars,
   and disability theorists who creatively utilize Merleau-Pontian insights
   to illustrate, and ultimately combat, the insidious ways in which
   sexism, racism, and ``compulsory able-bodiedness{''} (McRuer in Crip
   theory: cultural signs of queerness and disability. NYU Press, New York,
   2006), impoverish the lived experience of both oppressors and the
   oppressed, largely by predetermining the meaning of their bodily
   interactions in accordance with institutionalized cultural expectations
   and norms.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1007/s11007-014-9316-y}},
ISSN = {{1387-2842}},
EISSN = {{1573-1103}},
Keywords = {{Merleau-Ponty; Normalization; Naturalization; Normativity; Embodiment;
   Disability}},
Research-Areas = {{Philosophy}},
Web-of-Science-Categories  = {{Philosophy}},
Author-Email = {{gweiss@gwu.edu}},
Cited-References = {{Butler Judith, 2006, FEMINIST INTERPRETAT.
   Butler Judith, 1989, WOMEN KNOWLEDGE REAL, P252.
   De Beauvoir S., 1996, THE COMING OF AGE.
   Fanon Frantz, 2008, BLACK SKIN WHITE MAS.
   Garland-Thomson R, 2011, HYPATIA, V26, P591, DOI 10.1111/j.1527-2001.2011.01206.x.
   Landes D. A, 2012, PHENOMENOLOGY PERCEP.
   McRuer R, 2006, CRIP THEORY CULTURAL.
   Yancy G, 2004, WHAT WHITE LOOKS AFR, P107.
   Young I. M., 1998, BODY FLESH PHILOS RE, P286.
   Young IM, 2005, FEMALE BODY EXPERIEN.}},
Number-of-Cited-References = {{10}},
Times-Cited = {{16}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{Cont. Philos. Rev.}},
Doc-Delivery-Number = {{CC3CA}},
Unique-ID = {{ISI:000350220800005}},
DA = {{2020-03-18}},
}

@article{ ISI:000350483600007,
Author = {Gillborn, David},
Title = {{Intersectionality, Critical Race Theory, and the Primacy of Racism:
   Race, Class, Gender, and Disability in Education}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2015}},
Volume = {{21}},
Number = {{3, SI}},
Pages = {{277-287}},
Month = {{MAR}},
Abstract = {{The article explores the utility of intersectionality as an aspect of
   critical race theory (CRT) in education. Drawing on research with Black
   middle-class parents in England, the article explores the intersecting
   roles of race, class, and gender in the construction and deployment of
   dis/ability in education. The author concludes that intersectionality is
   a vital aspect of understanding race inequity but that racism retains a
   primacy for critical race scholars in three key ways: namely, empirical
   primacy (as a central axis of oppression in the everyday reality of
   schools), personal/autobiographical primacy (as a vital component in how
   critical race scholars view themselves and their experience of the
   world), and political primacy (as a point of group coherence and
   activism).}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gillborn, D (Reprint Author), Univ Birmingham, Birmingham B15 2TT, W Midlands, England.
   Gillborn, David, Univ Birmingham, Crit Race Studies, Birmingham B15 2TT, W Midlands, England.
   Gillborn, David, Univ Birmingham, CRRE, Birmingham B15 2TT, W Midlands, England.}},
DOI = {{10.1177/1077800414557827}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{race inequality in education; disability studies; ethnicity and race;
   critical race theory; Whiteness studies}},
Keywords-Plus = {{MINORITY-STUDENTS}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{d.gillborn@bham.ac.uk}},
ORCID-Numbers = {{Gillborn, David/0000-0002-7254-5136}},
Funding-Acknowledgement = {{Economic \& Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}ESRC RES-062-23-1880]; Economic and Social Research
   CouncilEconomic \& Social Research Council (ESRC) {[}ES/G03494X/1]}},
Funding-Text = {{The research reported in this paper was funded by the Economic \& Social
   Research Council (grant \# ESRC RES-062-23-1880)}},
Cited-References = {{Adams J. C., 2012, OBAMAS BELOVED LAW P.
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   Gillborn D, 2010, J CRIT EDUC POLICY S, V8, P78.
   Gillies V, 2012, RACE ETHNIC EDUC-UK, V15, P157, DOI 10.1080/13613324.2011.578126.
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   Matsuria A., 2012, INTERSECTIONALITY RA, P76.
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   Office for National Statistics, 2010, STANDARD OCCUPATIONA, V3.
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   Reynolds T., 2010, RUNNYMEDE B, P11.
   Richardson B., 2005, TELL IT LIKE IT IS H, P27.
   Rollock N, 2015, THE COLOUR OF CLASS.
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   Sleeter C. E., 1987, FORMATION SCH SUBJEC, P210.
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   Taylor E., 2009, FDN CRITICAL RACE TH, P1.
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   Tomlinson S., 2014, THE POLITICS OF RACE.
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   Warmington P, 2014, BLACK BRITISH INTELLECTUALS AND EDUCATION: MULTICULTURALISM'S HIDDEN HISTORY, P1.
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   Watamabe M, 2012, ENCYCLOPEDIA OF DIVE, V4, P2182.
   Wright C., 2000, RACE CLASS AND GENDE.}},
Number-of-Cited-References = {{70}},
Times-Cited = {{59}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{28}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{CC6OA}},
Unique-ID = {{ISI:000350483600007}},
DA = {{2020-03-18}},
}

@article{ ISI:000371687000006,
Author = {Calhoun, Jeff and Arden, Michael and Bove, Linda and Giordano, Tyrone
   and Kurs, David J. and Landau, Even and Mcelroy, Michael and O'Brien,
   Bill and Stewart, Gwen and Waterstreet, Ed},
Title = {{Deaf West Theatre and the Broadway musical: Big River and beyondAb}},
Journal = {{STUDIES IN MUSICAL THEATRE}},
Year = {{2015}},
Volume = {{9}},
Number = {{1}},
Pages = {{85-104}},
Month = {{MAR}},
Abstract = {{In February 2014, UCLA hosted a reunion of the cast and production team
   of Deaf West's Tony Award-winning production of Big River from 2004. In
   front of a public audience, participants in the original production
   reflected on the challenges and rewards of putting together a piece of
   musical theatre using deaf and hearing actors and incorporating new
   ideas about how to use American Sign Language (ASL) as the basis for
   choreography. The panel was introduced by Raymond Knapp and moderated by
   Jeff Calhoun, and included Michael Arden, Linda Bove, David Kurs, Steve
   Landau, Bill O'Brien, Tyrone Giordano, Michael McElroy, Gwen Stewart,
   and Ed Waterstreet. Performances by members of the cast were supervised
   by Steven Landau and supported by singers and instrumentalists drawn
   from student ensembles at UCLA, including the UCLA Singers (directed by
   Rebecca Lord) and the Department of Ethnomusicology's Bluegrass Band
   (directed by Scott Linford). The interpreters for the event were
   Elizabeth Greene, Robbie Sutton, Bob Loparo, and Diana MacDougall. The
   event was co-sponsored by UCLA and Deaf West Theatre, with funding
   provided by UCLA's Department of Musicology, Department of Music (Nelson
   Fund), Arts Initiative Fund, School of the Arts and Architecture,
   Division of Humanities, Disability Studies, and Herb Alpert School of
   Music. The transcription is by Arreanna Rostosky and David Kurs.}},
Publisher = {{INTELLECT LTD}},
Address = {{THE MILL, PARNALL RD, BRISTOL, BS16 3JG, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Calhoun, J (Reprint Author), Deaf West Theatre, Los Angeles, CA 91601 USA.
   Calhoun, Jeff; Arden, Michael; Bove, Linda; Giordano, Tyrone; Kurs, David J.; Landau, Even; Mcelroy, Michael; O'Brien, Bill; Stewart, Gwen; Waterstreet, Ed, Deaf West Theatre, Los Angeles, CA 91601 USA.}},
DOI = {{10.1386/smt.9.1.85\_1}},
ISSN = {{1750-3159}},
EISSN = {{1750-3167}},
Keywords = {{Deaf West; Big River; American Sign Language; Tony Awards; Deaf theatre}},
Research-Areas = {{Theater}},
Web-of-Science-Categories  = {{Theater}},
Cited-References = {{Calhoun J, 2015, STUD MUSICAL THEATRE, V9, P85, DOI 10.1386/smt.9.1.85\_1.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Stud. Musical Theatre}},
Doc-Delivery-Number = {{DF9NC}},
Unique-ID = {{ISI:000371687000006}},
DA = {{2020-03-18}},
}

@article{ ISI:000349609300005,
Author = {Harvey, Clare},
Title = {{What's disability got to do with it? Changing constructions of Oscar
   Pistorius before and after the death of Reeva Steenkamp}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{2}},
Pages = {{299-304}},
Month = {{FEB 7}},
Abstract = {{Traditionally disability has been viewed in the popular imagination as
   either a highly positive or highly negative phenomenon. Disability and
   disabled people deserve to be seen in an integrated, holistic way and to
   have recognised as much diversity as characterises the human condition.
   The recent case of Oscar Pistorius fatally shooting Reeva Steenkamp has
   highlighted this tendency. Before this incident, Pistorius' disability
   was viewed in a predominantly positive light. He had been described as a
   `supercrip' who had, despite his physical impairments, `overcome' his
   mobility limitations and was consequently attributed heroic status by
   some. However, after this fatal incident, the portrayal of Pistorius'
   disability has, perhaps inevitably, shifted. This paper will offer
   possible psychosocial reasons for this tendency to view disability in a
   binary way.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Harvey, C (Reprint Author), Univ Witwatersrand, Dept Psychol, Johannesburg, South Africa.
   Univ Witwatersrand, Dept Psychol, Johannesburg, South Africa.}},
DOI = {{10.1080/09687599.2014.1000511}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability; Oscar Pistorius; disability studies; Reeva Steenkamp;
   psychosocial; impairment}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Clare.Harvey@wits.ac.za}},
ORCID-Numbers = {{Harvey, Clare/0000-0001-6598-8038}},
Cited-References = {{Bansel P., 2014, EMOTION SPACE SOC.
   Booher A. K., 2011, DISABILITY STUDIES Q, V31, P3.
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   Duggan O, 2014, TELEGRAPH.
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   Smith D., 2014, GUARDIAN.
   Swartz L, 2013, DISABIL SOC, V28, P1157, DOI 10.1080/09687599.2013.808085.
   Watermeyer B, 2012, DISABIL SOC, V27, P161, DOI 10.1080/09687599.2011.644928.
   Watermeyer B, 2008, DISABIL SOC, V23, P599, DOI 10.1080/09687590802328477.}},
Number-of-Cited-References = {{21}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{CB4PE}},
Unique-ID = {{ISI:000349609300005}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000346049600019,
Author = {Ledesma, Eduardo},
Title = {{Disability Studies and Spanish Culture. Films, Novels, the Comic and the
   Public Exhibition}},
Journal = {{BULLETIN OF SPANISH STUDIES}},
Year = {{2015}},
Volume = {{92}},
Number = {{2}},
Pages = {{300-301}},
Month = {{FEB 7}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Ledesma, E (Reprint Author), Univ Illinois, Urbana, IL 61801 USA.
   Ledesma, Eduardo, Univ Illinois, Urbana, IL 61801 USA.}},
ISSN = {{1475-3820}},
EISSN = {{1478-3428}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
Cited-References = {{Fraser Benjamin, 2013, DISABILITY STUDIES S.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Bull. Span. Stud.}},
Doc-Delivery-Number = {{AW1KZ}},
Unique-ID = {{ISI:000346049600019}},
DA = {{2020-03-18}},
}

@article{ ISI:000349500600014,
Author = {Willis, Diane S. and Thurston, Mhairi},
Title = {{Working with the disabled patient: Exploring student nurses views for
   curriculum development using a swot analysis}},
Journal = {{NURSE EDUCATION TODAY}},
Year = {{2015}},
Volume = {{35}},
Number = {{2}},
Pages = {{383-387}},
Month = {{FEB}},
Abstract = {{Background: Increased longevity will mean an increase in people
   presenting with cognitive and physical disabilities, such as sight loss
   or dementia. The Patient Rights (Scotland) Act 2011 states that health
   care should be patient-focussed, taking into account patient needs. This
   will necessitate nursing curricula to reflect the needs of people who
   have disabilities and equip the future workforce with knowledge and
   skills to provide appropriate care. This study explores student nurses'
   strengths and weakness when working with people with disabilities and
   identifies opportunities and threats to developing their knowledge and
   skills to meet the needs of this population.
   Methods: As part of a study day, students from the year one Nursing
   programme were asked to take part in a SWOT analysis and post comments
   under the categories: strengths, weakness, opportunity and threats on a
   central wall about working with people with disabilities.
   Results: Students acknowledged some of the challenges of being disabled
   especially in a health setting but also believed they were developing
   their skills to provide holistic care that ensured autonomy.
   Communication was viewed as both a strength and weakness and was
   identified as an essential skill to working effectively with people who
   had a disability. Students acknowledged that clinical staff were not
   always experts in working with people who were disabled and welcomed the
   opportunity to work with experts and clients as well as being directed
   to resources to increase their knowledge.
   Conclusions: Integration of disability into the nursing curriculum is
   needed to ensure students have awareness of and the confidence to work
   effectively with people who have a range of cognitive and physical
   disabilities alongside other medical problems. (C) 2014 Elsevier Ltd.
   All rights reserved.}},
Publisher = {{CHURCHILL LIVINGSTONE}},
Address = {{JOURNAL PRODUCTION DEPT, ROBERT STEVENSON HOUSE, 1-3 BAXTERS PLACE,
   LEITH WALK, EDINBURGH EH1 3AF, MIDLOTHIAN, SCOTLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Willis, DS (Reprint Author), Univ Glasgow, 57-61 Oakfield Ave, Glasgow G12 8LL, Lanark, Scotland.
   Willis, Diane S., Univ Glasgow, Glasgow G12 8LL, Lanark, Scotland.
   Thurston, Mhairi, Abertay Univ, Dundee DD1 1HD, Scotland.}},
DOI = {{10.1016/j.nedt.2014.10.013}},
ISSN = {{0260-6917}},
EISSN = {{1532-2793}},
Keywords = {{Student nurses; Disability; Awareness; Simulation; Curriculum planning}},
Keywords-Plus = {{UNDERGRADUATE NURSING CURRICULUM; LEARNING-DISABILITIES; ATTITUDES;
   PEOPLE; HEALTH; CONTACT}},
Research-Areas = {{Education \& Educational Research; Nursing}},
Web-of-Science-Categories  = {{Education, Scientific Disciplines; Nursing}},
Author-Email = {{diane.willis@glasgow.ac.uk
   m.thurston@abertay.ac.uk}},
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Number-of-Cited-References = {{46}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{16}},
Journal-ISO = {{Nurse Educ. Today}},
Doc-Delivery-Number = {{CB3AR}},
Unique-ID = {{ISI:000349500600014}},
DA = {{2020-03-18}},
}

@article{ ISI:000347789200009,
Author = {de Winter, C. F. and Hermans, H. and Evenhuis, H. M. and Echteld, M. A.},
Title = {{Associations of symptoms of anxiety and depression with diabetes and
   cardiovascular risk factors in older people with intellectual disability}},
Journal = {{JOURNAL OF INTELLECTUAL DISABILITY RESEARCH}},
Year = {{2015}},
Volume = {{59}},
Number = {{2, SI}},
Pages = {{176-185}},
Month = {{FEB}},
Abstract = {{BackgroundDepression, anxiety, diabetes and cardiovascular risk factors
   are frequent health problems among older people with intellectual
   disability (ID). These conditions may be bidirectionally related.
   Depression and anxiety may have biological effects causing glucose
   intolerance, fat accumulation and also lifestyle changes causing
   metabolic syndrome. But also the effects of diabetes, metabolic syndrome
   and subsequent cardiovascular disease may affect mood and anxiety. This
   study investigated the association between depression, anxiety and
   diabetes and cardiovascular risk factors in older people with ID.
   MethodsThe healthy ageing in intellectual disability-study (HA-ID study)
   is a cross-sectional study among people aged 50 years and over with ID,
   receiving formal ID care. Screening instruments for symptoms of anxiety
   and depression were completed and physical examination and vena-puncture
   were performed to establish components of the metabolic syndrome,
   peripheral arterial disease and c-reactive protein.
   ResultsOf the 990 people who participated, 17\% had symptoms of
   depression and 16\% had symptoms of anxiety. Type I diabetes was present
   in 1\%, type II diabetes in 13\% of the study population. Metabolic
   syndrome, central obesity, hypercholesterolemia and hypertension were
   present in 45\%, 48\%, 23\% and 53\% respectively. In a multivariate
   logistic regression analysis a significant association was found between
   increased anxiety symptoms and diabetes only (OR 2.4, 95\%CI 1.2-4.9).
   ConclusionsIncreased anxiety symptoms and diabetes are related in older
   people with ID. This association may be bidirectional. No other
   associations of depression and anxiety symptoms with cardiovascular risk
   factors could be proven to be significant. Therefore, more research is
   needed to unravel the mechanisms of stress, mood disorders and
   cardiovascular disease in older people with ID. To provide comprehensive
   care for older people with ID, screening for diabetes and components of
   the metabolic syndrome in people with anxiety or mood disorders, and
   screening for symptoms of anxiety or depression in people with diabetes
   is warranted.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{de Winter, CF (Reprint Author), Reinaerde, Dolderseweg 170, NL-3734 BP Den Dolder, Netherlands.
   de Winter, C. F.; Hermans, H.; Evenhuis, H. M.; Echteld, M. A., Erasmus MC, Dept Gen Practice, Rotterdam, Netherlands.
   de Winter, C. F., Reinaerde, NL-3734 BP Den Dolder, Netherlands.
   Hermans, H., Amarant, Tilburg, Netherlands.}},
DOI = {{10.1111/jir.12049}},
ISSN = {{0964-2633}},
EISSN = {{1365-2788}},
Keywords = {{ageing; anxiety; cardiovascular risk factors; depression; diabetes;
   intellectual disability; metabolic syndrome}},
Keywords-Plus = {{METABOLIC SYNDROME; SYMPTOMATOLOGY IDS; HOSPITAL ANXIETY; DISORDERS;
   MOOD; OBESITY; ADULTS; SCALE; RELIABILITY; ADOLESCENTS}},
Research-Areas = {{Education \& Educational Research; Genetics \& Heredity; Neurosciences
   \& Neurology; Psychiatry; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Genetics \& Heredity; Clinical Neurology;
   Psychiatry; Rehabilitation}},
Author-Email = {{channadewinter@hotmail.com}},
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Number-of-Cited-References = {{44}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{22}},
Journal-ISO = {{J. Intell. Disabil. Res.}},
Doc-Delivery-Number = {{AY8FG}},
Unique-ID = {{ISI:000347789200009}},
DA = {{2020-03-18}},
}

@article{ ISI:000361616800006,
Author = {Chappell, Paul},
Title = {{Queering the social emergence of disabled sexual identities: Linking
   queer theory with disability studies in the South African context}},
Journal = {{AGENDA-EMPOWERING WOMEN FOR GENDER EQUITY}},
Year = {{2015}},
Volume = {{29}},
Number = {{1, SI}},
Pages = {{54-62}},
Month = {{JAN 2}},
Abstract = {{People with disabilities share many similar experiences to lesbian, gay,
   bisexual, transgender and intersex (LGBTI) people. Besides a history of
   ongoing activism, sexual minorities and disabled people share a history
   of social injustice, oppression and isolation. Perhaps the most
   compelling intersection is found in the respective disciplines of queer
   theory and disability studies, which both challenge hegemonic constructs
   of normalcy. Despite this, there have been few attempts to combine both
   disciplines within an African context. This absence comes as no
   surprise, especially given the fact that youth and adults with
   disabilities are typically constructed as de-gendered and asexual.Given
   this lack of reciprocity, this article explores the intersections
   between queer theory and disability studies in the construction of
   disabled sexual identities in the South African context. The
   significance of this article is not just that a number of people with
   disabilities identify as LGBTI or vice versa, but the fact that queer
   theory can challenge and extend current debates surrounding disabled
   sexual identities in South Africa. Correspondingly, disabled sexualities
   have the potential to queer constructs of African sexualities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chappell, P (Reprint Author), Univ Johannesburg, Dept Anthropol \& Dev Studies, Johannesburg, South Africa.
   Chappell, Paul, Univ Johannesburg, Dept Anthropol \& Dev Studies, Johannesburg, South Africa.}},
DOI = {{10.1080/10130950.2015.1012860}},
ISSN = {{1013-0950}},
EISSN = {{2158-978X}},
Keywords = {{queer theory; disability; sexual identities; heteronormativity;
   compulsory able-bodiedness}},
Keywords-Plus = {{HEGEMONIC MASCULINITY; RECOGNITION; FEMININITY; DISCOURSE; GENDER; MEN;
   GAY}},
Research-Areas = {{Women's Studies}},
Web-of-Science-Categories  = {{Women's Studies}},
Author-Email = {{paulchappell72@gmail.com}},
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   Wentzell E, 2006, B SCI TECHNOL SOC, V26, P370, DOI DOI 10.1177/0270467606293052.}},
Number-of-Cited-References = {{58}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Agenda-Empower. Women Gend. Equity}},
Doc-Delivery-Number = {{CR8PS}},
Unique-ID = {{ISI:000361616800006}},
DA = {{2020-03-18}},
}

@article{ ISI:000354246700002,
Author = {Grech, Shaun},
Title = {{Decolonising Eurocentric disability studies: why colonialism matters in
   the disability and global South debate}},
Journal = {{SOCIAL IDENTITIES}},
Year = {{2015}},
Volume = {{21}},
Number = {{1, SI}},
Pages = {{6-21}},
Month = {{JAN 2}},
Abstract = {{The words `colonised' and `colonising' have recently been adopted in
   global North fields such as disability studies, highlighting notions of
   colonised bodies by colonising practices, with the implication that some
   or other `decolonisation' is required. But these words remain little
   more than abstract and dehistoricised metaphors in these Eurocentric
   academic projects. This paper critically maps out some arguments as to
   why the colonial encounter is not simply a metaphor and cannot be
   bypassed in any global disability analysis. The paper argues how this
   historical event transcends the discursive, a violent materiality
   framing disability as a historical narrative and human condition, while
   (re)positioning disability as a useful optic through which to examine
   the dynamics of imperialism. The colonial provides the landscape for
   understanding contemporary Southern spaces within which disability is
   constructed and lived - neocolonised spaces hosting what I call
   neocolonised bodies. The paper concludes that decolonisation, just like
   colonialism, is not a metaphor. Instead, it is a continuous violent and
   political process owned by the global South but open to collaboration,
   drawing on forms of resistance that have long colonial lineages.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Grech, S (Reprint Author), Manchester Metropolitan Univ, Res Inst Hlth \& Social Change, Manchester M15 6BH, Lancs, England.
   Manchester Metropolitan Univ, Res Inst Hlth \& Social Change, Manchester M15 6BH, Lancs, England.}},
DOI = {{10.1080/13504630.2014.995347}},
ISSN = {{1350-4630}},
EISSN = {{1363-0296}},
Keywords = {{post/neocolonialism; decolonising disability; global South; global
   disability studies; poverty; colonialism}},
Keywords-Plus = {{RACE; IMMIGRATION}},
Research-Areas = {{Ethnic Studies}},
Web-of-Science-Categories  = {{Ethnic Studies}},
Author-Email = {{S.Grech@criticalinstitute.org}},
ORCID-Numbers = {{Soldatic, Karen/0000-0001-8139-2912
   Grech, Shaun/0000-0002-6419-9827}},
Cited-References = {{Alatas S. F, 2003, CURR SOCIOL, V51, P599, DOI {[}DOI 10.1177/00113921030516003, 10.1177/00113921030516003].
   Balibar Etienne., 1991, RACE NATION CLASS AM, P17.
   Barron T., 2010, POVERTY DISABILITY.
   Betcher Sharon, 2004, POSTCOLONIAL THEOLOG, P79.
   Butler Judith, 1990, GENDER TROUBLE FEMIN.
   CLARKSON THOMAS, 1789, ESSAY COMP EFFICIENC.
   Cleall E, 2015, SOC IDENT, V21, P22, DOI 10.1080/13504630.2014.995348.
   Dalal A. K., 2003, Z BEHINDERUNG DRITTE, V2, P65.
   Davis Lennard J, 1995, ENFORCING NORMALCY D.
   Derrida J., 1976, GRAMMATOLOGY.
   DIRLIK A, 1994, CRIT INQUIRY, V20, P328, DOI 10.1086/448714.
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   Equiano Olaudah, 1789, INTERESTING NARRATIV.
   Fanon F., 1963, WRETCHED EARTH.
   Foucault M., 1977, DISCIPLINE PUNISH BI.
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   Grech S, 2011, INT J INCLUSIVE EDUC, V15, P87, DOI 10.1080/13603116.2010.496198.
   Grech S, 2009, DISABIL SOC, V24, P771, DOI 10.1080/09687590903160266.
   Grosfoguel R., 2011, TRANSMODERNITY J PER, V1, P1.
   Islam G, 2012, ORGANIZATION, V19, P159, DOI 10.1177/1350508411429396.
   Kennedy S, 2015, SOC IDENT, V21, P37, DOI 10.1080/13504630.2014.995349.
   Kumari-Campbell F, 2009, CONTOURS ABLEISM PRO.
   Livingston J, 2006, RADICAL HIST REV, P111.
   McRuer R, 2006, CRIP THEORY CULTURAL.
   MIGNOLO Walter, 2008, COLONIALITY LARGE LA, P225.
   Miles M, 1994, Actionaid Disabil News, V5, P1.
   Mohanty Chandra Talpade, 1986, BOUNDARY TWO, V12, P333.
   Molina N, 2006, RADICAL HIST REV, P22.
   MORANA M., 2008, COLONIALITY LARGE LA.
   Oliver M., 1990, POLITICS DISABLEMENT.
   Otzoy I., 2011, GUATEMALA READER HIS, P51.
   Pel?ez S. M., 2009, PATRIA CRIOLLO INTER.
   Pisani M, 2012, POWER EDUC, V4, P185, DOI 10.2304/power.2012.4.2.185.
   Quayson Ato, 2007, AESTHETIC NERVOUSNES.
   Quijano Anibal, 2000, NEPANTLA VIEWS S, V1, P533, DOI DOI 10.1177/0268580900015002005.
   RAO A, 2006, DISCIPLINE OTHER BOD, P1.
   RICOEUR P, 1978, CRIT INQUIRY, V5, P143, DOI 10.1086/447977.
   Roets G., 2008, DISABILITY STUDIES Q, V28.
   Santos BD, 2009, THEOR CULT SOC, V26, P103, DOI 10.1177/0263276409348079.
   SHAKESPEARE T, 2000, HELP.
   Shakespeare T., 2006, DISABILITY RIGHTS WR.
   Shildrick M, 2002, EMBODYING MONSTER EN.
   Siebers Tobin, 2008, DISABILITY THEORY CO.
   Soldatic K, 2009, DISABIL SOC, V24, P289, DOI 10.1080/09687590902789453.
   Soldatic K, 2015, SOC IDENT, V21, P53, DOI 10.1080/13504630.2014.995352.
   St Augustine, 1958, CITY GOD, VXVI.
   Titchkosky T, 2015, SOC IDENT, V21, P69, DOI 10.1080/13504630.2014.996994.
   Ward Kerry, 2009, NETWORKS EMPIRE FORC.
   Wendell S, 1996, REJECTED BODY FEMINI.}},
Number-of-Cited-References = {{51}},
Times-Cited = {{35}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Soc. Ident.}},
Doc-Delivery-Number = {{CH7WG}},
Unique-ID = {{ISI:000354246700002}},
DA = {{2020-03-18}},
}

@article{ ISI:000350963000001,
Author = {Hickey-Moody, Anna and Laurie, Timothy},
Title = {{GEOPHILOSOPHIES OF MASCULINITY remapping gender, aesthetics and
   knowledge INTRODUCTION}},
Journal = {{ANGELAKI-JOURNAL OF THE THEORETICAL HUMANITIES}},
Year = {{2015}},
Volume = {{20}},
Number = {{1, SI}},
Pages = {{1-10}},
Month = {{JAN 2}},
Abstract = {{Geophilosophy is a placeholder for things we cannot yet do, things we
   hope to do, and things that we have failed to do so far. This issue of
   Angelaki aspires towards ways of doing philosophy, geography and gender
   studies that stray from the analytical comforts of philosophical
   reasoning, and from the sociological certainties that dominate the study
   of masculinity. In particular, it brings a sexed and gendered body to
   extant Deleuze-Guattarian scholarship, while prompting a thirst for
   creativity and ambivalence to masculinity research. Each article
   explores the ways in which lived cultures of masculinity might be read
   across uneven political formations and aesthetic practices, while
   calling into question tacit understandings of where ``masculinity{''}
   begins and ends. In doing so, the collection teases out the ethical and
   methodological implications of poststructuralist approaches to gender in
   a range of disciplines, including cultural geography, art criticism,
   sociology, and disability studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Hickey-Moody, A (Reprint Author), Univ London, Dept Educ Studies, Ctr Arts \& Learning, London SE14 6NW, England.
   Hickey-Moody, Anna, Univ London, Dept Educ Studies, Ctr Arts \& Learning, London SE14 6NW, England.
   Laurie, Timothy, Univ Melbourne, Sch Culture \& Commun, Parkville, Vic 3010, Australia.}},
DOI = {{10.1080/0969725X.2015.1017359}},
ISSN = {{0969-725X}},
EISSN = {{1469-2899}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{a.hickey-moody@gold.ac.uk
   timothy.laurie@unimelb.edu.au}},
ResearcherID-Numbers = {{Laurie, Timothy/S-1307-2019
   Laurie, Timothy/D-9626-2014
   }},
ORCID-Numbers = {{Laurie, Timothy/0000-0002-3453-775X
   Laurie, Timothy/0000-0002-3453-775X
   Hickey-Moody, Anna/0000-0002-8141-1359}},
Cited-References = {{Ahmed S, 2010, SIGNS, V35, P571, DOI 10.1086/648513.
   BUCHANAN I, 2000, DELEUZE FEMINIST THE.
   Butler Judith, 1999, GENDER TROUBLE FEMIN.
   Connell R, 2008, SPORT EDUC SOC, V13, P131, DOI 10.1080/13573320801957053.
   Deleuze G., 2004, LOGIC SENSE.
   Deleuze G., 1980, 1000 PLATEAUS CAPITA.
   Deleuze Gilles, 1986, WHAT IS ASSEMBLAGE, P81.
   Deleuze Gilles, 1996, WHAT IS PHILOS.
   Demetriou DZ, 2001, THEOR SOC, V30, P337, DOI 10.1023/A:1017596718715.
   Evers C, 2006, J SPORT SOC ISSUES, V30, P229, DOI 10.1177/0193723506290394.
   Freud Sigmund, 1905, SEXUALITY 3 ESSAYS T, P31.
   Gardiner Judith Kegan, 2011, MASCULINITY LESSONS, P63.
   Hickey-Moody A., 2009, UNIMAGINABLE BODIES.
   Hurley Robert, 1987, ANTIOEDIPUS CAPITALI.
   Irigaray L., 1974, SPECULUM OTHER WOMAN.
   Jardine Alice, 1985, GYNESIS CONFIGURATIO.
   Lacan Jacques, 1977, SIGNIFICATION PHALLU, P281.
   Laurie N. Timothy, 2012, PORTAL J MULTIDISCIP, V9, P1, DOI {[}10.5130/portal.v9i2.1826, DOI 10.5130/PORTAL.V9I2.1826].
   Massey D, 1999, T I BRIT GEOGR, V24, P261, DOI 10.1111/j.0020-2754.1999.00261.x.
   MILLER CL, 1998, NATL NOMADS ESSAYS F.
   Morris Meaghan, 2006, IDENTITY ANECDOTES T, P187.
   OLKOWSKI D, 1993, TOPOI-INT REV PHILOS, V12, P161, DOI 10.1007/BF00821853.
   Pascal Blaise, 1995, PENSEES.
   Patton P., 2000, DELEUZE POLITICAL.
   Sedgwick Eve Kosofsky, 2003, TOUCHING FEELING AFF, P123.}},
Number-of-Cited-References = {{25}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Angelaki-J Theor. Humanit.}},
Doc-Delivery-Number = {{CD3FI}},
Unique-ID = {{ISI:000350963000001}},
DA = {{2020-03-18}},
}

@article{ ISI:000349443700002,
Author = {Carroll, Rachel},
Title = {{`Making the blood flow backwards': disability, heterosexuality and the
   politics of representation in Julian Barnes's The Sense of an Ending}},
Journal = {{TEXTUAL PRACTICE}},
Year = {{2015}},
Volume = {{29}},
Number = {{1}},
Pages = {{155-172}},
Month = {{JAN 2}},
Abstract = {{In Julian Barnes's 2011 Man Booker Prize winning novel, The Sense of an
   Ending, the discovery of a forgotten letter prompts the narrator, Tony
   Webster, to reconsider the suicide of a brilliant school friend, Adrian
   Finn. The dramatic revelation of the existence of Finn's adult son (also
   called Adrian), borne of an extra-marital affair with his girlfriend's
   mother, is presented as offering a possible answer to the mystery of
   Finn's death. In this context, this article seeks to examine the
   representation of Finn's adult son as a person with a learning
   disability. In their book, Narrative Prosthesis: Disability and the
   Dependencies of Discourse (2000), David T. Mitchell and Sharon L. Snyder
   critically examine the uses to which disability is put in narrative;
   this article will focus on the ways in which cognitive impairment is
   constructed in this novel. Depictions of disability in The Sense of an
   Ending will be situated within the context of representations of
   heterosexuality, reproductive sexuality and female sexuality; employing
   critical frameworks informed by both feminist and disability studies,
   this article will investigate the relationship between disability,
   maternal sexual transgression and discourses of normativity as
   represented in Barnes's novel.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Carroll, R (Reprint Author), Univ Teesside, Middlesbrough, Cleveland, England.
   Univ Teesside, Middlesbrough, Cleveland, England.}},
DOI = {{10.1080/0950236X.2014.955818}},
ISSN = {{0950-236X}},
EISSN = {{1470-1308}},
Keywords = {{feminist theory; sexuality; learning disability; disability; literary
   prizes; heterosexuality; suicide; contemporary fiction}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{Adams Rachel, 2001, SIDESHOW USA FREAKS, P187.
   {[}Anonymous], 2010, FACES INTELLECTUAL D, P175.
   {[}Anonymous], 1995, ENFORCING NORMALCY D.
   {[}Anonymous], 1997, EXTRAORDINARY BODIES, P22.
   Barnes, SENSE ENDING, P124.
   Barnes, SENSE ENDING, P127.
   Barnes, SENSE ENDING, P95.
   Barnes, SENSE ENDING, P140.
   Barnes, SENSE ENDING, P144.
   Barnes Julian, 1987, LONDON REV BOOKS, V9.20, P21.
   Barnes Julian, 2011, MAN BOOKER PRIZE ACC.
   Barnes Julian, 2011, SENSE ENDING, P13.
   Brookner Anita, 2011, TELEGRAPH.
   Brown Mark, BOOKER PRIZE 2011 J.
   Cartwright, SENSE ENDING J BARNE.
   Cartwright Justin, 2011, OBSERVER.
   Davis, ENFORCING NORMALCY, P2.
   English James, 2005, EC PRESTIGE PRIZES A, P51.
   Garland-Thomson, FEMINIST DISABILITY, P1568.
   Garland-Thomson R, 2005, SIGNS, V30, P1557, DOI 10.1086/423352.
   Garland-Thomson R., 2005, SIGNS J WOMEN CULTUR, V30.2, P1567.
   Garland-Thomson R., 2002, DISABILITY STUDIES E, P56.
   House Christian, 2011, INDEPENDENT.
   Jordan Justin, 2011, GUARDIAN.
   Kakutani Michiko, 2011, NY TIMES.
   Landsman GH, 1998, SIGNS, V24, P69, DOI 10.1086/495318.
   Mitchell David T., 2000, NARRATIVE PROSTHESIS, DOI 10.3998/mpub.11523.
   See House, SENSE ENDING.
   Squires Claire, 2009, MARKETING LIT MAKING, P97.}},
Number-of-Cited-References = {{29}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Textual Pract.}},
Doc-Delivery-Number = {{CB2FZ}},
Unique-ID = {{ISI:000349443700002}},
DA = {{2020-03-18}},
}

@article{ ISI:000348512800001,
Author = {Chouinard, Vera},
Title = {{Contesting disabling conditions of life in the Global South: disability
   activists' and service providers' experiences in Guyana}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1}},
Pages = {{1-14}},
Month = {{JAN 2}},
Abstract = {{This article addresses an important gap in our understanding of issues
   of impairment and disability, namely challenges facing disabled
   activists and service providers in the majority world context of the
   developing nation of Guyana. The article argues that developing a
   southern standpoint on impairment, disability, disability activism and
   service provision requires a reframing of disability issues as matters
   of distributive justice and not only human rights. Challenges facing
   disability activists and service providers in Guyana included trying to
   combat internalized ableism, financial and cultural barriers to
   political engagement and visibility, tensions in claiming or rejecting
   disabled identities and difficulties in accessing foreign aid funding
   for disability initiatives. The article concludes by stressing the
   importance of rethinking how we do disability studies so that it allows
   critical analysis of the dynamics of a global capitalist corporeal class
   order in the context of the majority world.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Chouinard, V (Reprint Author), McMaster Univ, Sch Geog \& Earth Sci \& Womens Studies, Hamilton, ON, Canada.
   McMaster Univ, Sch Geog \& Earth Sci \& Womens Studies, Hamilton, ON, Canada.}},
DOI = {{10.1080/09687599.2014.986565}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability activism and service provision; Guyana; impairment; Global
   South; distributive justice}},
Keywords-Plus = {{COMMUNITY; CAMBODIA}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{chouinar@mcmaster.ca}},
Cited-References = {{{[}Anonymous], 2013, CBS NEWS.
   Barnes C, 2010, DISABIL SOC, V25, P771, DOI 10.1080/09687599.2010.520889.
   Berghs M, 2011, THIRD WORLD Q, V32, P1399, DOI 10.1080/01436597.2011.604515.
   Burstow B, 2003, VIOLENCE AGAINST WOM, V9, P1293, DOI 10.1177/1077801203255555.
   CAMPBELL FA, 2001, GRIFFITH LAW REV, V10, P42.
   Campbell FAK, 2008, DISABIL SOC, V23, P151, DOI 10.1080/09687590701841190.
   Campbell FK, 2011, THIRD WORLD Q, V32, P1455, DOI 10.1080/01436597.2011.604518.
   Chouinard V, 2014, ANTIPODE, V46, P340, DOI 10.1111/anti.12046.
   Chouinard V, 2012, DISABIL SOC, V27, P777, DOI 10.1080/09687599.2012.686880.
   Connell R, 2011, THIRD WORLD Q, V32, P1369, DOI 10.1080/01436597.2011.614799.
   Erevelles N, 2011, DISABILITY AND DIFFERENCE IN GLOBAL CONTEXTS: ENABLING A TRANSFORMATIVE BODY POLITIC, P95.
   Evans R, 2011, THIRD WORLD Q, V32, P1437, DOI 10.1080/01436597.2011.604517.
   Grech S, 2011, INT J INCLUSIVE EDUC, V15, P87, DOI 10.1080/13603116.2010.496198.
   Guyana Chronicle, 2012, GUYANA CHRONICL 0625.
   Kalyanpur M, 2014, INT J DISABIL DEV ED, V61, P80, DOI 10.1080/1034912X.2014.878546.
   King JA, 2011, THIRD WORLD Q, V32, P1475, DOI 10.1080/01436597.2011.614801.
   Lang R, 2011, DISABIL REHABIL, V33, P165, DOI 10.3109/09638288.2010.487923.
   Meekosha H, 2011, DISABIL SOC, V26, P667, DOI 10.1080/09687599.2011.602860.
   Meekosha H, 2011, THIRD WORLD Q, V32, P1383, DOI 10.1080/01436597.2011.614800.
   Mirza M, 2011, THIRD WORLD Q, V32, P1527, DOI 10.1080/01436597.2011.604524.
   Soldatic K., 2006, TASA 2006 C P, P1.
   Soldatic K, 2013, DISABIL SOC, V28, P744, DOI 10.1080/09687599.2013.802218.
   Zook DC, 2010, DISABIL SOC, V25, P149, DOI 10.1080/09687590903534304.}},
Number-of-Cited-References = {{23}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AZ9DS}},
Unique-ID = {{ISI:000348512800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000348512800010,
Author = {Herther, Nancy K.},
Title = {{Citation analysis and discoverability: a critical challenge for
   disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2015}},
Volume = {{30}},
Number = {{1}},
Pages = {{130-152}},
Month = {{JAN 2}},
Abstract = {{Disability is an identity, a culture/community/cause/power struggle; a
   rights movement demanding civil, ethical, political and social positions
   at tables of power, equality and social justice. This perspective forms
   the core of changes in the past 50years in legal, social and political
   arenas that have taken place and is essential to understanding the
   growth, depth and nature of Disability Studies as a separate and
   legitimate field of inquiry. This study focuses primarily on studying
   the evolving literature in the core aspects of Disability Studies, using
   citation and text analyses to study trends in publishing patterns and
   the field's impact on the wider academic enterprise. Lack of thorough
   indexing to key journals made traditional citation analysis impossible,
   leading to the use of dissertations as a means to tease out useful
   information on the state of Disability Studies today. The most
   significant finding of the study is the lack of adequate indexing of key
   journals in standard scholarly databases, which can only limit the
   potential development of both the field and its impact/influence on
   related disciplines and professions. The study also found the
   significant role that dissertations can play in tracking new research
   directions.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Herther, NK (Reprint Author), Univ Minnesota Lib, Dept Amer Studies Anthropol Asian Amer Studies \&, Minneapolis, MN 55403 USA.
   Univ Minnesota Lib, Dept Amer Studies Anthropol Asian Amer Studies \&, Minneapolis, MN 55403 USA.}},
DOI = {{10.1080/09687599.2014.993061}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{impact; bibliometrics; discovery; citation analysis; indexing}},
Keywords-Plus = {{EDUCATION}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{herther@umn.edu}},
ORCID-Numbers = {{Herther, Nancy/0000-0001-8372-5805}},
Cited-References = {{Adams R, 2013, AM LIT HIST, V25, P495, DOI 10.1093/alh/ajt014.
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   Williams Gareth, 2001, HDB DISABILITY STUDI, P124.}},
Number-of-Cited-References = {{39}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AZ9DS}},
Unique-ID = {{ISI:000348512800010}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000382229200043,
Author = {Oppegaard, Brett and Conway, Thomas and Conway, Megan},
Book-Group-Author = {{ACM}},
Title = {{Envisioning Mobile Apps for Audio Description: Exploring Universal
   Design of National Park Service Brochures}},
Booktitle = {{SIGDOC2015: PROCEEDINGS OF THE 33RD ANNUAL INTERNATIONAL CONFERENCE ON
   THE DESIGN OF COMMUNICATION}},
Year = {{2015}},
Note = {{33rd Annual International Conference on the Design of Communication
   (SIGDOC), Limerick, IRELAND, JUL 16-17, 2015}},
Organization = {{Microsoft Res; Univ Cent Florida, Coll Arts \& Humanities; Univ
   Minnesota, Dept Writing Studies; Iowa State Univ; Arizona State Univ,
   Coll Letters \& Sci; Michigan State Univ; N Dakota State Univ, Dept
   English; Univ Limerick, Sch Culture \& Commun; Univ Limerick}},
Abstract = {{``Unigrid{''} design specifications created by Massimo Vignelli have
   provided the standards for the layout of paper brochures at U.S.
   National Park Service sites for more than three decades. These brochures
   offer visitors a familiar analog presentation of visual information,
   blending text, photographs, maps, and illustrations. These materials,
   however, are not accessible to people who are blind, have low vision, or
   a print disability. The National Park Service for decades has been
   challenged - by requirements and principle - to offer alternate formats
   that provide equivalent experiences and information of these print
   materials. In other words, people who are blind or visually impaired
   should have access to a ``brochure{''} experience, too. This exploratory
   study, funded by the National Park Service, takes a new approach to this
   long-term problem by conducting a content analysis of current Unigrid
   brochures to determine their fundamental components, found in practice.
   This components-based approach is intended to provide clear pathways for
   cross-modal translation of the printed material into audio-described
   media, which then, can be efficiently distributed via mobile apps, as an
   extension of these original components.}},
Publisher = {{ASSOC COMPUTING MACHINERY}},
Address = {{1515 BROADWAY, NEW YORK, NY 10036-9998 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Oppegaard, B (Reprint Author), Univ Hawaii Manoa, 2550 Campus Rd, Honolulu, HI 96822 USA.
   Oppegaard, Brett; Conway, Thomas; Conway, Megan, Univ Hawaii Manoa, 2550 Campus Rd, Honolulu, HI 96822 USA.}},
DOI = {{10.1145/2775441.2775463}},
ISBN = {{978-1-4503-3648-2}},
Keywords = {{Audio description; Universal Design; accessibility; mobile; information
   design; intercultural communication; cross-modal translation; National
   Park Service; disability studies}},
Research-Areas = {{Computer Science; Engineering}},
Web-of-Science-Categories  = {{Computer Science, Theory \& Methods; Engineering, Electrical \&
   Electronic}},
Author-Email = {{brett.oppegaard@hawaii.edu
   tconway@hawaii.edu
   mconway@hawaii.edu}},
Cited-References = {{Audio Description Coalition, 2015, BRIEF HIST AUD DESCR.
   Braun S., 2008, TRANSLATION STUDIES, P14.
   Braun S, 2011, META, V56, P645, DOI 10.7202/1008338ar.
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   De Coster K., 2007, MEDIA ALL SUBTITLING, P189.
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   National Park Service, 2015, CIRC INF GUID OFF MA.
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   Poethe H., 2005, HORFILM BILDKOMPENSA, P33.
   Salway A., 2007, MEDIA ALL SUBTITLING, P151, DOI 10.1163/9789401209564\_012.
   Tallon L., 2008, DIGITAL TECHNOLOGIES.}},
Number-of-Cited-References = {{20}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Doc-Delivery-Number = {{BF5LP}},
Unique-ID = {{ISI:000382229200043}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000380614200011,
Author = {Frauenberger, Christopher},
Book-Group-Author = {{ACM}},
Title = {{Disability and Technology A Critical Realist Perspective}},
Booktitle = {{ASSETS'15: PROCEEDINGS OF THE 17TH INTERNATIONAL ACM SIGACCESS
   CONFERENCE ON COMPUTERS \& ACCESSIBILITY}},
Year = {{2015}},
Pages = {{89-96}},
Note = {{17th International ACM SIGACCESS Conference on Computers and
   Accessibility (ASSETS 2015), Lisbon, PORTUGAL, OCT 26-28, 2015}},
Organization = {{ACM SIGACCESS}},
Abstract = {{Assistive technology (AT) as a field explores the design, use and
   evaluation of computing technology that aims to benefit people with
   disabilities. The majority of the work consequently takes the functional
   needs of people with disabilities as starting point and matches those
   with technological opportunity spaces. With this paper, we argue that
   the underlying philosophical position implied in this approach can be
   seen as reductionist as the disabled experience is arguably richer and
   often more complex as can be projected from the functional limitations
   of people. Thinkers and activists in Disability Studies have
   conceptualised disability in various ways and more recently, critical
   realism was proposed as a philosophical position through which the many
   different facets of the disabled experience could be incorporated. In
   this paper, we explore the possibility of using a critical realist
   perspective to guide designers in developing technology for people with
   disabilities and thereby aim to contribute to the philosophical
   underpinnings of AT. After a brief review of historical
   conceptualisations of disability, we introduce the critical realist
   argument and discuss its appeal for understanding disability and the
   possible roles technology can have in this context. Subsequently, we aim
   to translate this philosophical and moral debate into a research agenda
   for AT and exemplify how it can be operationalised by presenting the
   OutsideTheBox project as a case study.}},
Publisher = {{ASSOC COMPUTING MACHINERY}},
Address = {{1515 BROADWAY, NEW YORK, NY 10036-9998 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Frauenberger, C (Reprint Author), TU Wien, Inst Design \& Assessment Technol, Argentinierstr 8, Vienna, Austria.
   Frauenberger, Christopher, TU Wien, Inst Design \& Assessment Technol, Argentinierstr 8, Vienna, Austria.}},
DOI = {{10.1145/2700648.2809851}},
ISBN = {{978-1-4503-3400-6}},
Keywords = {{disability studies; philosophy of science; critical realism}},
Research-Areas = {{Computer Science; Engineering}},
Web-of-Science-Categories  = {{Computer Science, Theory \& Methods; Engineering, Electrical \&
   Electronic}},
Author-Email = {{christopher.frauenberger@tuwien.ac.at}},
ResearcherID-Numbers = {{Frauenberger, Christopher/AAD-9349-2020}},
ORCID-Numbers = {{Frauenberger, Christopher/0000-0003-0204-881X}},
Cited-References = {{{[}Anonymous], 1976, POLITICS DISABLEMENT.
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   Bhaskar R., 1975, REALIST THEORY SCI.
   Bowers John, 2012, P DES INT SYST C DIS, P68, DOI DOI 10.1145/2317956.2317968.
   Collier A., 1994, CRITICAL REALISM INT.
   CORKER M, 2002, DISABILITY POSTMODER.
   Dalton Nicholas Sheep, 2013, CHI 13 HUM FACT COMP, P2295.
   Frauenberger C, 2015, INT J HUM-COMPUT ST, V74, P93, DOI 10.1016/j.ijhcs.2014.09.004.
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   Kuhn T., 1970, STRUCTURE SCI REVOLU.
   LOPEZ J, 2001, POSTMODERNISM INTRO.
   MANKOFF J, 2010, P 12 INT ACM SIGACCE, P3, DOI DOI 10.1145/1878803.1878807.
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   World Health Organization, 2013, AUT SPECTR DIS OTH D.}},
Number-of-Cited-References = {{26}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Doc-Delivery-Number = {{BF4BG}},
Unique-ID = {{ISI:000380614200011}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000380504100010,
Author = {Cheasman, Carolyn and Simpson, Sam and Everard, Rachel},
Editor = {{Millard, SK and Rowley, DT and Fenton, K}},
Title = {{Acceptance and speech work: the challenge}},
Booktitle = {{10TH OXFORD DYSFLUENCY CONFERENCE, ODC 2014}},
Series = {{Procedia Social and Behavioral Sciences}},
Year = {{2015}},
Volume = {{193}},
Pages = {{72-81}},
Note = {{10th Oxford Dysfluency Conference ODC 2014, St Catherines Coll, Oxford,
   UNITED KINGDOM, JUL 17-20, 2014}},
Abstract = {{This paper explores issues involved in working on acceptance and speech
   in stuttering therapy. The authors have interests in person-centred
   counselling, mindfulness and disability studies and these areas underpin
   the discussion. A variety of definitions of acceptance are given,
   followed by a brief discussion on how it relates to the process of
   change. This is explored from a range of perspectives including
   mindfulness (Kabat-Zinn, 1996), acceptance and commitment therapy (ACT)
   (Harris, 2009), compassion-focussed therapy (Gilbert, 2010) and
   person-centred therapy (Rogers, 1951). Acceptance work is then discussed
   more specifically in the context of stammering therapy. Throughout this
   paper we use the term `speech work' to describe both stuttering
   modification strategies and fluency skills or fluency-shaping. (C) 2015
   The Authors. Published by Elsevier Ltd. This is an open access article
   under the CC BY-NC-ND license.}},
Publisher = {{ELSEVIER SCIENCE BV}},
Address = {{SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Cheasman, C (Reprint Author), Speech Therapy, Keeley St, London WC2B 4BA, England.
   Cheasman, Carolyn; Everard, Rachel, Speech Therapy, Keeley St, London WC2B 4BA, England.
   Simpson, Sam, Intandem, London, England.}},
DOI = {{10.1016/j.sbspro.2015.03.246}},
ISSN = {{1877-0428}},
Keywords = {{acceptance; acceptance and commitment therapy; compassion-focused
   therapy; desensitisation; mindfulness; person-centred therapy; speech
   work; stuttering}},
Research-Areas = {{Linguistics}},
Web-of-Science-Categories  = {{Linguistics}},
Author-Email = {{carolyn.cheasman@citylit.ac.uk}},
Cited-References = {{Barks C, 1995, THE ESSENTIAL RUMI.
   BOYLE MP, 2012, STUTTERTALK PUBLICAT, V1.
   Cheasman C., 2013, STAMMERING THERAPY I.
   Crane R, 2009, MINDFULNESS BASED CO.
   Germer C, 2009, MINDFUL PATH SELF CO.
   Gilbert P, 2013, MINDFUL COMPASSION U.
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   Van Riper C, 1973, TREATMENT STUTTERING.
   YARUSS Y, 2012, STUTTERTALK PUBLICAT, V1.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{6}},
Doc-Delivery-Number = {{BF2WH}},
Unique-ID = {{ISI:000380504100010}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000377555100001,
Author = {Liebsch, Burkhard},
Title = {{From the fear to be `other' to normalized difference? Disability and
   diversity studies (DDS) in the context of a culture of sensiblity for
   differences}},
Journal = {{SOZIALE WELT-ZEITSCHRIFT FUR SOZIALWISSENSCHAFTLICHE FORSCHUNG UND
   PRAXIS}},
Year = {{2015}},
Volume = {{66}},
Number = {{4}},
Pages = {{351+}},
Abstract = {{This paper analyses the notion of difference (viz. otherness) which is
   held to be `normal' and thought to deserve general respect. This claim
   is put into question with regard to manifold empirical works in
   disability studies which draw attention to the context of a culture of
   sensibility for differences which resist a general normalization of
   otherness.}},
Publisher = {{NOMOS VERLAGSGESELLSCHAFT MBH \& CO KG}},
Address = {{WALDSEESTR 3 5, BADEN-BADEN, 76530, GERMANY}},
Type = {{Article}},
Language = {{German}},
Affiliation = {{Liebsch, B (Reprint Author), Ruhr Univ Bochum, Fak Philosophie \& Erziehungswissensch, Univ Str 150, D-44801 Bochum, Germany.
   Liebsch, Burkhard, Ruhr Univ Bochum, Fak Philosophie \& Erziehungswissensch, Univ Str 150, D-44801 Bochum, Germany.}},
DOI = {{10.5771/0038-6073-2015-4-351}},
ISSN = {{0038-6073}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Author-Email = {{Burkhard.Liebsch@rub.de}},
Cited-References = {{ADORNO T, 1978, MINIMA MORALIA.
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Number-of-Cited-References = {{49}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Sozial Welt-Zeit. Sozialwiss. Forsch. Praxis}},
Doc-Delivery-Number = {{DO1QX}},
Unique-ID = {{ISI:000377555100001}},
DA = {{2020-03-18}},
}

@article{ ISI:000376012400009,
Author = {Bernardini, Maria Giulia},
Title = {{TAKING DISABILITY SERIOUSLY ON THE FEMINIST DISABILITY STUDIES CRITIC TO
   THE MAINSTREAM FEMINISM}},
Journal = {{REVISTA GENERO \& DIREITO}},
Year = {{2015}},
Volume = {{4}},
Number = {{2}},
Pages = {{148-164}},
Abstract = {{The discipline of Feminist Disability Studies (FDS) emerges in the
   mid-Eighties as a critique of both Feminist and Disability Studies,
   considered ``guilty{''} of excluding women with disabilities from their
   theorization and, therefore, incapable to represent them as subjects.
   After a brief analysis of the similarities and the differences between
   the conditions of oppression experienced by people with disabilities and
   women, in this paper I first analyse some of the reasons that may be
   present behind the silence of Feminism on disability, then I show the
   importance of FDS for the feminist inquiry. Finally, I conclude by
   focusing on a recent and interesting point of convergence between
   Feminism and FDS, namely, the theme of vulnerability and dependency.}},
Publisher = {{UNIV FEDERAL PARAIBA}},
Address = {{CIDADE UNIV, JOAO PESSOA, PB 58059-900, BRAZIL}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bernardini, MG (Reprint Author), Univ Ferrara, I-44100 Ferrara, Italy.
   Bernardini, Maria Giulia, Univ Ferrara, I-44100 Ferrara, Italy.}},
DOI = {{10.18351/2179-7137/ged.2015n2p148-164}},
ISSN = {{2177-0409}},
EISSN = {{2179-7137}},
Keywords = {{Feminist Disability Studies; care; disability; vulnerability; dependency}},
Research-Areas = {{Social Issues}},
Web-of-Science-Categories  = {{Social Issues}},
Author-Email = {{brnmgl@unife.it}},
Cited-References = {{Adriana Cavarero, 2013, INCLINAZIONI CRITICA.
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Number-of-Cited-References = {{62}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Rev. Genero Direito}},
Doc-Delivery-Number = {{DM0DG}},
Unique-ID = {{ISI:000376012400009}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000373616700001,
Author = {Klassen, Chris},
Title = {{Honoring the duallium: disability, environmental ethics, and the
   implicit religion of gardening}},
Journal = {{CULTURE AND RELIGION}},
Year = {{2015}},
Volume = {{16}},
Number = {{3}},
Pages = {{243-252}},
Abstract = {{Working within the discourses of material feminisms, disability studies,
   environmental ethics and religious studies, I analyse the letters
   between friends Carol Graham Chudley and Dorothy Field published in
   Between Gardens (1999) about gardening, friendship and disability. I
   translate the experiences of illness and/or disability in the human
   body, to that of illness and/or damage of the rest of the natural world.
   My central questions are: What kinds of stories can we tell from
   peripheral positions of embodiment and connection that recognise the
   realities of impairment and/or illness and/or brokenness? How can we
   tell such stories without falling back on a romantic ideal of `cure' as
   a future goal that is held in opposition to our experience of the `poor
   unfortunate' disabled body/damaged earth, which puts us in a distanced,
   paternalistic position? What are the spiritual implications of these
   material narratives with their potential for supplying strategies for
   environmental ethics?}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Klassen, C (Reprint Author), Wilfrid Laurier Univ, Relig \& Culture, Kitchener, ON, Canada.
   Klassen, Chris, Wilfrid Laurier Univ, Relig \& Culture, Kitchener, ON, Canada.}},
DOI = {{10.1080/14755610.2015.1083453}},
ISSN = {{1475-5610}},
EISSN = {{1475-5629}},
Keywords = {{disability; nature; implicit religion; gardening; storytelling}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{cklassen@wlu.ca}},
Cited-References = {{Alaimo S, 2008, MAT FEMINISMS.
   ALAIMO S, 2008, MAT FEMINISMS, P237.
   Alaimo Stacy, 2010, BODILY NATURES SCI E.
   Bailey Edward I., 2006, IMPLICIT RELIG CONT.
   Barad Karen, 2008, MAT FEMINISMS, P120.
   Betcher S. V., 2007, SPIRIT POLITICS DISA.
   Brookes T, 1994, CATCHING MY BREATH A.
   Chudley Carol Graham, 1999, GARDENS OBSERVATIONS.
   Elizabeth Grosz, 2005, TIME TRAVELS FEMINIS.
   Frank A., 1995, WOUNDED STORYTELLER.
   Frank Arthur W., 2010, LETTING STORIES BREA.
   Garland-Thomson Rosemarie, 2002, FEMINIST FORMATIONS, V14, P1.
   Grosz Elizabeth, 1994, VOLATILE BODIES CORP.
   Hall Kim Q., 2002, FEMINIST FORMATIONS, V14, pvii.
   Klassen Chris, RELIG EQUALITIES INE.
   Lennard Davis, 1995, ENFORCING NORMALCY D.
   Rolston H, 2012, NEW ENVIRONMENTAL ETHICS: THE NEXT MILLENNIUM FOR LIFE ON EARTH, P1.
   UN Enable, 1982, WORLD PROGR ACT DIS.
   UNRUH AM, 1997, CANADIAN J OCCUPATIO, V64, P156, DOI DOI 10.1177/000841749706400312.
   Wendell S, 1996, REJECTED BODY FEMINI.
   Weston A., 2009, INCOMPLEAT ECOPHILOS.}},
Number-of-Cited-References = {{21}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Cult. Relig.}},
Doc-Delivery-Number = {{DI6NQ}},
Unique-ID = {{ISI:000373616700001}},
DA = {{2020-03-18}},
}

@article{ ISI:000372129100007,
Author = {Abrams, Thomas},
Title = {{FROM HOMINES INHABILES TO HOMO ECONOMICUS AND BACK AGAIN Michel Callon,
   Distributed Agency, and the Ontario Disability Support Program
   Employment Supports}},
Journal = {{JOURNAL OF CULTURAL ECONOMY}},
Year = {{2015}},
Volume = {{8}},
Number = {{1, SI}},
Pages = {{101-114}},
Abstract = {{Michel Callon's economic sociology frequently addresses the topic of
   disability. Though his Actor-Network Theory (ANT) contributions are
   often cited within mainstream disability studies, his economic sociology
   has not. In this paper, I seek to present it to disability studies, and
   argue that it is complimentary to existing inquiries into the political
   economy of disablement. After sketching out ANT and Callon's economic
   sociology, which I read as part of the ANT tradition, I apply them to
   the case of the Ontario Disability Support Program's (ODSP) Employment
   Supports. This ODSP program seeks to include disabled Ontarians in the
   labor market. It also offers us the opportunity to examine the utility
   of Callon's work. I conclude with a discussion of future Callon-inspired
   disability studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Abrams, T (Reprint Author), Carleton Univ, Dept Sociol \& Anthropol, 1125 Colonel By Dr, Ottawa, ON K1S 5B6, Canada.
   Abrams, Thomas, Carleton Univ, Dept Sociol \& Anthropol, 1125 Colonel By Dr, Ottawa, ON K1S 5B6, Canada.}},
DOI = {{10.1080/17530350.2013.870085}},
ISSN = {{1753-0350}},
EISSN = {{1753-0369}},
Keywords = {{disability; actor-network theory; economic sociology; marketization;
   distributed agency; labor market policy}},
Keywords-Plus = {{ECONOMIZATION; TECHNOLOGY; MARKETS; SPACES; LIFE}},
Research-Areas = {{Cultural Studies; Business \& Economics; Sociology}},
Web-of-Science-Categories  = {{Cultural Studies; Economics; Sociology}},
Author-Email = {{thomasm1abrams@gmail.com}},
Funding-Acknowledgement = {{Social Sciences and Humanities Research Council of CanadaSocial Sciences
   and Humanities Research Council of Canada (SSHRC)}},
Funding-Text = {{This research supported by the Social Sciences and Humanities Research
   Council of Canada.}},
Cited-References = {{Abrams T., 2013, CANADIAN J DISABILIT, V2, P28, DOI DOI 10.15353/CJDS.V2I1.69.
   Barnes C, 2003, DISABIL SOC, V18, P3, DOI 10.1080/713662197.
   Caliskan K, 2010, ECON SOC, V39, P1, DOI 10.1080/03085140903424519.
   Caliskan K, 2009, ECON SOC, V38, P369, DOI 10.1080/03085140903020580.
   CALLON M, 1998, LAWS MARKETS, P1, DOI DOI 10.1080/17530350.2010.494119.
   Callon M., 2003, TECHNOL SOC, V25, P193, DOI DOI 10.1016/S0160-791X(03)00021-6.
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   Callon Michel, 1987, SOCIAL CONSTRUCTION, P83.
   CONRAD P, 1992, ANNU REV SOCIOL, V18, P209, DOI 10.1146/annurev.so.18.080192.001233.
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   de Laet M, 2000, SOC STUD SCI, V30, P225, DOI 10.1177/030631200030002002.
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   Moser I, 1999, ACTOR NETWORK THEORY AND AFTER, P196.
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   Overboe J., 2009, J LIT CULTURAL DISAB, V3, P241, DOI DOI 10.1353/JLC.0.0025.
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   Schillmeier M, 2007, HUM AFF, V17, P195, DOI 10.2478/v10023-007-0017-6.
   Schillmeier M, 2008, TIME SOC, V17, P215, DOI 10.1177/0961463X08093423.
   Schillmeier M, 2007, ENVIRON PLANN D, V25, P594, DOI 10.1068/d4173.
   SCHILLMEIER MWJ, 2010, {[}No title captured].
   Simmons B, 2008, DISABIL SOC, V23, P733, DOI 10.1080/09687590802469222.
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   Winance M, 2006, SCI TECHNOL HUM VAL, V31, P52, DOI 10.1177/0162243905280023.}},
Number-of-Cited-References = {{44}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{J. Cult. Econ.}},
Doc-Delivery-Number = {{DG5PA}},
Unique-ID = {{ISI:000372129100007}},
DA = {{2020-03-18}},
}

@article{ ISI:000370516100002,
Author = {Richard, Olivier},
Title = {{THE BLIND BEATING THE PIG. RITE, DISABILITY AND URBAN SOCIETY IN THE
   LATE MIDDLE AGES}},
Journal = {{REVUE HISTORIQUE}},
Year = {{2015}},
Number = {{675}},
Pages = {{525-556}},
Abstract = {{In Lubeck, Stralsund, Paris, Bruges, Arnhem, Ypres, Dordrecht, Speyer,
   Zwickau, Heidelberg, Cologne and most certainly many more cities, a
   rather strange game took place in the late Middle Ages. A few blind men
   were placed in an enclosure with a pig. Each of them had a stick, with
   which they had to beat the animal to death; the winner took the carcass.
   Yet in the hustle they would hit each other more than the pig, much to
   the delight of the crowd. This cruel custom is not unknown. Since the
   Renaissance, it has been the topic of several literary texts and works
   of graphic arts. Some euphemized forms of the game (no killing,
   non-impaired participants with a blindfold) exist to this day. Moreover,
   several historical studies have addressed it in the past several years;
   most of them insist upon the cruelty of laughs, mocking and stigmatizing
   visually impaired persons in the late Middle Ages. Yet the disability
   studies teach us that disability is a social and cultural construction,
   so that one should not interpret this ``game{''} outside of the context
   that produced it. There are several possible ways of understanding it.
   On the one hand, this game can be seen as a catharsis in which the blind
   are to be seen above all as beggars: the poor, particularly beggars,
   were subjected to a strong social control in late medieval towns. By
   mocking the blind and inflicting violence upon them, the townfolks
   disciplined them. At the same time, it functioned as a means of
   exorcising the fear that was caused by their disability.
   On the other hand, the choice of a pig as the blind men's adversary,
   which has been largely neglected by the scholars so far, is not
   indifferent, for this animal functions as a perfect double of the blind,
   both in theology and in the medieval imaginaire. Pigs were often
   associated with the devil or the sins. Thus one can understand why
   several exempla, for instance by Jacques de Vitry, use the game as a
   metaphor for mankind's struggle with sin, while others compare the pig
   in the game with a bad preacher misleading the faithful.
   Finally, the game has to be interpreted in the context of urban
   political communication, as it was always organized by the city
   authorities. Several features of the show are similar to those of other
   urban games from the same era, in particular the ones taking place
   during Carnival: the inversion - here the weak imitating the strong - or
   the parody (cf. the numerous parodies of tournaments). It can then be
   compared to other shows like the prostitutes' races that both humiliated
   their participants and gave them a function - that of mocking the enemy
   or, in other cases, the authorities. In the end, the polysemy of this
   game, which is typical for medieval rites, reflects the ambivalent
   position of (visually) impaired people in medieval society: their
   liminality.}},
Publisher = {{PRESSES UNIV FRANCE}},
Address = {{6 AVENUE REILLE, 75685 PARIS CEDEX 14, FRANCE}},
Type = {{Article}},
Language = {{French}},
DOI = {{10.3917/rhis.153.0525}},
ISSN = {{0035-3264}},
EISSN = {{2104-3825}},
Keywords = {{Middle Ages; Europe; Ritual; Disability; City}},
Research-Areas = {{History}},
Web-of-Science-Categories  = {{History}},
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Number-of-Cited-References = {{97}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Rev. Hist.}},
Doc-Delivery-Number = {{DE3GR}},
Unique-ID = {{ISI:000370516100002}},
DA = {{2020-03-18}},
}

@article{ ISI:000363438400002,
Author = {Bouillet, Dejana and Kudek-Mirosevic, Jasna},
Title = {{Students with Disabilities and Challenges in Educational Practice}},
Journal = {{CROATIAN JOURNAL OF EDUCATION-HRVATSKI CASOPIS ZA ODGOJ I OBRAZOVANJE}},
Year = {{2015}},
Volume = {{17}},
Number = {{2}},
Pages = {{11-26}},
Note = {{Teacher Education Policy in Europe (TEPE), Zagreb, CROATIA, 2014}},
Organization = {{Inst Soc Res; Fac Teacher Educ Univ Zagreb}},
Abstract = {{It is well known that all educational policies promote inclusion as the
   major idea in a contemporary system of education. Inclusive education
   allows children with and without disabilities to attend the same
   age-appropriate classes at their local school, with additional,
   individually tailored support if needed. However, large equity gaps in
   education access and outcomes still exist between groups of children,
   because some marginalized groups of children experience shockingly low
   rates of access and learning. Children with disabilities are still faced
   with a lot of challenges in realizing their right to education and they
   are one of the most marginalized and excluded groups in education.
   The Croatian laws clearly indicate that disabled children have the right
   to an inclusive education and that schools have to provide conditions
   which lead to successful education of all children. A question arises,
   however, regarding the level at which the Law is implemented in
   educational practice, due to the fact that it is unknown whether the
   conditions for its proper implementation exist in Croatian schools.
   Some results of the research which was conducted in the frame of the
   project ``Evidence-based early educational interventions{''} are
   presented in this paper. The main goals of the research are (I) to
   determine areas in which students with disabilities need additional
   support and (2) to analyse differences in the perceived inclusive
   dimension of the quality of educational processes, from the perspective
   of teachers as well as from the perspective of students, in five
   mainstream Croatian primary schools. The research was conducted on a
   sample of 97 students with disabilities and 97 of their peers without
   disabilities. Students and their teachers filled in two Questionnaires
   about students' behaviours that were developed for the purpose of the
   Project (the Questionnaire for students and the Questionnaire for
   teachers). The results suggested that students with disabilities have a
   need for additional support in the educational process, as well as
   support in developing appropriate relationships with peers. However,
   they do not reach the expected level of socialization and academic
   success, which indicates that the policy of inclusion is still not well
   implemented into educational practice. Different reasons for such
   results and suggestions for overcoming this situation are discussed.}},
Publisher = {{FAC TEACHER EDUCATION}},
Address = {{UNIV ZAGREB, SAVSKA CESTA 77, ZAGREB, 00000, CROATIA}},
Type = {{Article; Proceedings Paper}},
Language = {{English}},
Affiliation = {{Bouillet, D (Reprint Author), Univ Zagreb, Fac Teacher Educ, Savska Cesta 77, Zagreb 10000, Croatia.
   Bouillet, Dejana, Univ Zagreb, Fac Teacher Educ, Zagreb 10000, Croatia.
   Kudek-Mirosevic, Jasna, Elementary Sch Dragutin Tadijanovic, Zagreb 10000, Croatia.}},
DOI = {{10.15516/cje.v17i0.1472}},
ISSN = {{1848-5189}},
EISSN = {{1848-5197}},
Keywords = {{inclusive education; inclusive policy and practice; quality of
   education; socialization; students with disabilities}},
Keywords-Plus = {{INCLUSIVE EDUCATION; TEACHERS; PEDAGOGY}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{dejana.bouillet@ufzg.hr
   jasna.kudek@zg.htnet.hr}},
ResearcherID-Numbers = {{Bouillet, Dejana/AAG-3206-2019}},
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Number-of-Cited-References = {{31}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Croat. J. Educ.}},
Doc-Delivery-Number = {{CU3PX}},
Unique-ID = {{ISI:000363438400002}},
DA = {{2020-03-18}},
}

@article{ ISI:000366324100007,
Author = {Bilancia, Giovanni and Marazzi, Moreno and Filippi, Davide},
Title = {{Neurorehabilitation applied to specific learning disability: Study of a
   single case}},
Journal = {{NEUROREHABILITATION}},
Year = {{2015}},
Volume = {{37}},
Number = {{3}},
Pages = {{405-423}},
Abstract = {{BACKGROUND: Specific Learning Disorders (SLD) therefore represent
   chronic, not temporary disorders with varying degrees of expression
   throughout life. The beginning of imaging, anatomy and genetics studies
   have made it possible to investigate the brain organization of
   individuals suffering from SLD (Deheane, 2009).
   OBJECTIVES: The purpose of this paper is to describe a treatment method
   for reading and writing disorders through an intervention based on the
   integration of a sublexical method and a neuropsychological approach,
   with assistive technologies in the study of a single case.
   METHODS: The protocol is based on the modularization theory
   (Karmiloff-Smith, 1990). The data presented in this paper with a A-B-A
   basic experimental drawing.
   RESULTS: This study confirms the degree of effectiveness of the
   treatments based on the automated identification of syllables and words
   together with the integrated enhancement of neuropsychological aspects
   such as visual attention and phonological loop (Benso, 2008), although
   in the follow-up condition only some abilities maintain the progress
   achieved.
   CONCLUSIONS: As previously mentioned, the SLD represents a chronic
   disorder, consequently the treatment does not solve the root cause of
   the problem, but can grant a use of the process decidedly more
   instrumental to everyday life.}},
Publisher = {{IOS PRESS}},
Address = {{NIEUWE HEMWEG 6B, 1013 BG AMSTERDAM, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Filippi, D (Reprint Author), FARE Ctr, Ctr Clin Assessment \& Treatment Learning \& Langua, I-06100 Perugia, Italy.
   Bilancia, Giovanni, Acad Dev Neuropsychol, ANSVI, Parma, Italy.
   Marazzi, Moreno; Filippi, Davide, FARE Ctr, Ctr Clin Assessment \& Treatment Learning \& Langua, I-06100 Perugia, Italy.}},
DOI = {{10.3233/NRE-151270}},
ISSN = {{1053-8135}},
EISSN = {{1878-6448}},
Keywords = {{Dyslexia; learning disorder; sublexical method; neuropsychological
   methods; tachistoscope software}},
Keywords-Plus = {{VISUAL WORD RECOGNITION; DEVELOPMENTAL DYSLEXIA; NEURAL CHANGES;
   CHILDREN; REMEDIATION; PERSPECTIVE; HYPOTHESIS; FREQUENCY; DEFICITS}},
Research-Areas = {{Neurosciences \& Neurology; Rehabilitation}},
Web-of-Science-Categories  = {{Clinical Neurology; Rehabilitation}},
Author-Email = {{dadefily@yahoo.it}},
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Number-of-Cited-References = {{93}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Neurorehabilitation}},
Doc-Delivery-Number = {{CY3QH}},
Unique-ID = {{ISI:000366324100007}},
DA = {{2020-03-18}},
}

@article{ ISI:000361326800006,
Author = {Fleming-Castaldy, Rita P.},
Title = {{A macro perspective for client-centred practice in curricula: Critique
   and teaching methods}},
Journal = {{SCANDINAVIAN JOURNAL OF OCCUPATIONAL THERAPY}},
Year = {{2015}},
Volume = {{22}},
Number = {{4, SI}},
Pages = {{267-276}},
Abstract = {{Background: Client-centred practice is often eclipsed by social,
   economic, and political inequities. Ignoring these realities obstructs
   clients' goal attainment. Objectives: The author advocates for the
   integration of a macro perspective inclusive of participation barriers
   and supports in occupational therapy curricula and seeks to motivate
   educators to adopt teaching approaches that develop students' abilities
   to address the complexities of client-centred practice. Method: This
   article integrates a critical analysis of the literature on
   client-centred practice with reflexivity on disability studies and
   autoethnography. Findings: Educational standards require students to
   learn about the social, economic, and political contexts that impact on
   client-centred practice and the need for advocacy to enable
   participation. Theoretical support of a macro perspective for
   client-centred practice is strongly evident in the literature.
   Information on methods for teaching students how to actualize these
   concepts in practice is scant. Thus, strategies to inform the
   integration of a macro perspective into curricula and concrete
   activities to develop students' competencies for empowered
   client-centred practice are required. Conclusion: Educators have an
   ethical responsibility to critique their pedagogy to determine whether
   they are adequately preparing students for client-centred practice. The
   focus must move from teaching a micro perspective of client-centred
   practice to a macro perspective that enables occupational justice and
   empowerment.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Fleming-Castaldy, RP (Reprint Author), Univ Scranton, Scranton, PA 18510 USA.
   Univ Scranton, Scranton, PA 18510 USA.}},
DOI = {{10.3109/11038128.2015.1013984}},
ISSN = {{1103-8128}},
EISSN = {{1651-2014}},
Keywords = {{Disabilities studies; empowerment; occupational therapy education;
   professional competence; social justice}},
Keywords-Plus = {{DISABILITY; EXPERIENCES; CARE}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{rita.fleming-castaldy@scranton.edu}},
Cited-References = {{Accreditation Council for Occupational Therapy Education (ACOTE), 2014, ACCR COUNC OCC THER.
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Number-of-Cited-References = {{47}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Scand. J. Occup. Ther.}},
Doc-Delivery-Number = {{CR4RY}},
Unique-ID = {{ISI:000361326800006}},
DA = {{2020-03-18}},
}

@article{ ISI:000360096600002,
Author = {Betcher, Sharon V.},
Title = {{The Picture of Health ``Nature{''} at the Intersection of Disability,
   Religion and Ecology}},
Journal = {{WORLDVIEWS-GLOBAL RELIGIONS CULTURE AND ECOLOGY}},
Year = {{2015}},
Volume = {{19}},
Number = {{1, SI}},
Pages = {{9-33}},
Abstract = {{We carry our most intimate view of nature within our pictures of health.
   These images of health, often more amenable to ablenationalism than to a
   world of intra-active becoming, inform not only neoliberal policy, but
   ecological vision, including ecospiritualities. Increasingly ``the
   politics of health{''} constitutes something like a structure of
   exclusion, a ``racism that is biological{''} (Foucault). Since these
   intimate images of nature-these ``pictures of health{''}-may be
   aggravating the next great planetary divide, disability studies might
   differently shape what we make of the picture of health, the
   ``nature{''} that informs it, and a religious response to it. This
   article uses critical disability studies to examine the ways in which
   the ideology of health, often motivating ecological concern and
   religious seeking, can coincidentally collude with neoliberal
   responsibilization and biotechnologically supported transhumanism,
   generating policy enclosures of the gen-rich against the ``refuse/d{''}
   or ``waste/d.{''}}},
Publisher = {{BRILL ACADEMIC PUBLISHERS}},
Address = {{PLANTIJNSTRAAT 2, P O BOX 9000, 2300 PA LEIDEN, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1163/15685357-01901002}},
ISSN = {{1363-5247}},
EISSN = {{1568-5357}},
Keywords = {{health; disability; ecospirituality; responsibilization}},
Keywords-Plus = {{CLIMATE-CHANGE; PUBLIC-HEALTH}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{sharon.betcher@gmail.com}},
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   Wang FS, 2011, 19 CENTURY CONTEXTS, V33, P467, DOI 10.1080/08905495.2011.623848.
   Wendell Susan, 2001, HYPATIA 1, V16.4, P17.
   White Jim, 2012, PARALYMPICS 2012 HAW.}},
Number-of-Cited-References = {{49}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Worldviews}},
Doc-Delivery-Number = {{CP7VH}},
Unique-ID = {{ISI:000360096600002}},
DA = {{2020-03-18}},
}

@article{ ISI:000360096600004,
Author = {Belser, Julia Watts},
Title = {{Disability and the Social Politics of ``Natural{''} Disaster Toward a
   Jewish Feminist Ethics of Disaster Tales}},
Journal = {{WORLDVIEWS-GLOBAL RELIGIONS CULTURE AND ECOLOGY}},
Year = {{2015}},
Volume = {{19}},
Number = {{1, SI}},
Pages = {{51-68}},
Abstract = {{The stories we tell about crisis and catastrophe often intensify
   structural violence, augmenting existing dynamics of racism, sexism,
   classism, and ableism. Disaster stories often reinforce cultural
   narratives of suffering womanhood and tragic stories of disability to
   portray people with disabilities-especially women-as ``natural{''} and
   ``inevitable{''} victims of a harsh new world. Examining both
   contemporary rhetoric in the wake of Hurricane Katrina and classical
   rabbinic Jewish narrative, I argue that tales of communities in crisis
   commonly depoliticize disaster. By inscribing the disabled body with a
   narrative of ``natural{''} vulnerabilities and inevitable suffering,
   conventional disaster discourse obscures the political significance of
   structural inequalities that render people with disabilities more at
   risk in disaster. Bringing together disability studies scholarship and
   Jewish feminist ethics, I challenge the discursive tendency to portray
   disabled individuals as symbols of suffering-and to focus on the pathos
   of an individual in distress instead of critiquing social inequality. I
   advocate a constructive, redemptive storytelling that illuminates and
   critiques social and political exclusion, that underscores the agency
   and dignity of people in crisis, that valorizes the disability justice
   movement's call for interdependence in community, and that captures the
   artistry and resiliency of disabled lives.}},
Publisher = {{BRILL ACADEMIC PUBLISHERS}},
Address = {{PLANTIJNSTRAAT 2, P O BOX 9000, 2300 PA LEIDEN, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Belser, JW (Reprint Author), Georgetown Univ, Washington, DC 20057 USA.
   Georgetown Univ, Washington, DC 20057 USA.}},
DOI = {{10.1163/15685357-01901004}},
ISSN = {{1363-5247}},
EISSN = {{1568-5357}},
Keywords = {{disability; disaster; structural violence; gender; Jewish ethics}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{jwb84@georgetown.edu}},
Cited-References = {{Baker Cynthia M., 2002, REBUILDING HOUSE ISR.
   Belser JW, 2014, AJS REV, V38, P89, DOI 10.1017/S036400941400004X.
   Belser Julia Watts, 2013, HARVARD DIVINITY B, V41.
   Belser Julia Watts, 2014, J SOC CHRISTIAN ETHI, V34, P1.
   Berlin Adele, 2002, LAMENTATIONS COMMENT.
   Blacksmith Institute, 2012, WORLDS WORST POLL PR.
   Bullard Robert, 2007, TOXIC WASTES RACE 20.
   Chaves Benjamin, 1987, TOXIC WASTES RACE US.
   Chazan Robert, 2000, GOD HUMANITY HIST HE.
   Cheu Johnson, 2005, BODIES COMMOTION DIS.
   COHEN SJD, 1982, PROOFTEXTS, V2, P18.
   Conan Neal, 2012, SANDY ESPECIALLY TOU.
   Cuomo CJ, 2011, HYPATIA, V26, P690, DOI 10.1111/j.1527-2001.2011.01220.x.
   Dalby A., 1996, SIREN FEASTS HIST FO.
   Davis Lennard J, 1995, ENFORCING NORMALCY D.
   Evans-Pradhan Crystal, 2012, LITTLE FREE RADICAL.
   Fair Jo Ellen, 1996, JOURNALISM MASS COMM, V158.
   Fjord K., 2007, J RACE POLICY, V3, P46.
   Garland-Thomson Rosemarie., 1997, EXTRAORDINARY BODIES.
   Glancy Jennifer A., 2006, SLAVERY EARLY CHRIST.
   Goldenberg R, 2007, ORIGINS OF JUDAISM: FROM CANAAN TO THE RISE OF ISLAM, P1, DOI 10.1017/CBO9780511818790.
   HASANROKEM G, 2000, WEB LIFE FOLKLORE MI.
   Hershey L., 1993, POSTER CHILD PROTEST.
   Hershey Laura, 1997, POSTER CHILD PROTEST.
   Ilan Tal, 1997, MINE YOURS HERS RETR.
   Ilan Tal, 2006, IMPACT HURRICANES KA.
   Johnson Harriet McBryde, 2005, TOO LATE DIE YOUNG N.
   Johnson Mary, 1992, THE DISABILITY RAG.
   Kafer Alison, 2013, FEMINIST QUEER CRIP.
   KELLEHER M, 1997, FEMINIZATION FAMINE.
   Kuppers P, 2009, RIDE-J APPL THEATRE, V14, P141, DOI 10.1080/13569780802655863.
   Lapin Hayim, 2010, CAMBRIDGE GUIDE JEWI.
   Linafelt T., 2000, SURVIVING LAMENTATIO.
   Linton Simi, 1998, CLAIMING DISABILITY.
   Malmberg Simon, 2005, FEAST FAST FAMINE FO, P15.
   Marcus Neil, 1996, STORM READING.
   McLaren D, 2003, URBAN IND ENVIRON, P19.
   Mitchell David T., 2000, NARRATIVE PROSTHESIS.
   Moss CR, 2011, DISABILITY STUDIES AND BIBLICAL LITERATURE, P1.
   National Council on Disability, 2006, IMPACT HURRICANES KA.
   Nixon Rob, 2011, SLOW VIOLENCE ENV PO.
   Pinn Anthony B., 2006, SKY IS CRYING RACE C.
   Roy A., 2001, POWER POLITICS.
   Saldarini Anthony J., 2002, 1 JEWISH REVOLT ARCH, P213.
   Schafer Peter, 1979, ANRW 2, V19, P43.
   Schweik Susan, 2009, UGLY LAWS DISABILITY.
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   Stout J, 2010, BLESSED ARE THE ORGANIZED: GRASSROOTS DEMOCRACY IN AMERICA, P1.
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   Visotzky Burton, 1983, HARVARD THEOLOGICAL, V76, P403.
   Wisner B, 2004, RISK NATURAL HAZARDS.
   Yardley W, 2005, NY TIMES.}},
Number-of-Cited-References = {{52}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Worldviews}},
Doc-Delivery-Number = {{CP7VH}},
Unique-ID = {{ISI:000360096600004}},
DA = {{2020-03-18}},
}

@article{ ISI:000360096600005,
Author = {Bauman, Whitney A.},
Title = {{Disability Studies, Queer Theory, and the New Materialism Environmental
   Metaphors for a Planet on the Move}},
Journal = {{WORLDVIEWS-GLOBAL RELIGIONS CULTURE AND ECOLOGY}},
Year = {{2015}},
Volume = {{19}},
Number = {{1, SI}},
Pages = {{69-73}},
Publisher = {{BRILL ACADEMIC PUBLISHERS}},
Address = {{PLANTIJNSTRAAT 2, P O BOX 9000, 2300 PA LEIDEN, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Bauman, WA (Reprint Author), Florida Int Univ, Miami, FL 33199 USA.
   Florida Int Univ, Miami, FL 33199 USA.}},
DOI = {{10.1163/15685357-01901005}},
ISSN = {{1363-5247}},
EISSN = {{1568-5357}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Author-Email = {{wbauman@fiu.edu}},
Cited-References = {{Bennett Jane, 2010, VIBRANT MATTER POLIT.
   DeFries Ruth, 2014, BIG RATCHET HUMANITY.
   Deleuze G., 1987, 1000 PLATEAUS CAPITA.
   Demaray Elizabeth, INDAPLANT PROJECT AC.
   Foucault Michel, 1978, HIST SEXUALITY, V1.
   GARLANDTHOMSON R, 2012, BIOETHICAL INQUIRY, V9, P339, DOI DOI 10.1007/S11673-012-9380-0.
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   Haraway Donna, 2007, SPECIES MEET.
   Hobgood-Oster Laura, 2014, DOGS HIST WORLD DOME.
   Keller C., 1996, APOCALYPSE NOW THEN.
   MORTON Timothy, 2013, HYPEROBJECTS PHILOS.
   Nixon Rob, 2011, SLOW VIOLENCE ENV PO.
   Plumwood Val, 2001, ENV CULTURE ECOLOGIC.
   Warner M., 2012, CHRONICLE HIGHER ED.}},
Number-of-Cited-References = {{14}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Worldviews}},
Doc-Delivery-Number = {{CP7VH}},
Unique-ID = {{ISI:000360096600005}},
DA = {{2020-03-18}},
}

@article{ ISI:000360041100009,
Author = {Vander Kloet, Marie},
Title = {{Accessibility in Teaching Assistant Training: A Critical Review of
   Programming from Ontario's Teaching and Learning Centres}},
Journal = {{CANADIAN JOURNAL FOR THE SCHOLARSHIP OF TEACHING AND LEARNING}},
Year = {{2015}},
Volume = {{6}},
Number = {{2}},
Abstract = {{It is increasingly understood that university education must be
   accessible to persons with disabilities. The responsibility to make the
   university accessible is arguably shared by all of us and yet, the
   extent to which it has become fully accessible is certainly suspect. By
   undertaking qualitative, discursive analysis of websites, online texts
   and other materials provided by Ontario's teaching and learning centres,
   this paper seeks to do two things. First, it provides a critical
   overview of the types of training currently available at Ontario
   universities for teaching assistants on accessibility and teaching. This
   review will outline initiatives directed towards compliance with
   Accessibility for Ontarians with Disabilities Act (AODA) requirements,
   those focused on education and advocacy (as well as areas of overlap)
   and broader equity training which encompasses accessibility. Second,
   this paper, considering the content of the reviewed material and
   informed by critical disability studies, offers up an articulation of
   future directions for research, writing, advocacy, and training on
   teaching assistant development on accessible teaching.}},
Publisher = {{SOC TEACHING \& LEARNING HIGHER EDUCATION}},
Address = {{MILLS MEMORIAL LIBRARY L211, MCMASTER UNIV, HAMILTON, ON L8S 4L6, CANADA}},
Type = {{Review}},
Language = {{English}},
DOI = {{10.5206/cjsotl-rcacea.2015.2.9}},
Article-Number = {{9}},
ISSN = {{1918-2902}},
Keywords = {{educational development; accessibility; teaching assistant}},
Keywords-Plus = {{NEUTRALITY; METAPHORS}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{marie.vander.kloet@gmail.com}},
Cited-References = {{Allan J., 2012, DISABILITY MATTERS P, P12.
   Bansel P., 2010, J CURRICULUM THEORIS, V26, P5.
   Bansel P, 2007, INT J QUAL STUD EDUC, V20, P283, DOI 10.1080/09518390701281884.
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   Hirji-Khalfan R., 2012, RESPECT TOOLKIT WORK.
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   Land R., 2004, ED DEV DISCOURSE IDE.
   Manathunga C, 2006, INT J ACAD DEV, V11, P19, DOI 10.1080/13601440600578771.
   Marquis E, 2012, CAN J SCHOLARSH TEA, V3, DOI 10.5206/cjsotl-rcacea.2012.2.2.
   Mighty J., 2005, EQUITY MATTERED DIFF.
   Miller P, 1997, THEOR CULT SOC, V14, P1, DOI 10.1177/026327697014001001.
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   Mohanram Radhika, 1999, BLACK BODY WOMEN COL.
   Razack Sherene, 1998, J GENDER RACE JUSTIC, V1, P335.
   Razack Sherene, 1998, LOOKING WHITE PEOPLE.
   Rose G., 2001, VISUAL METHODOLOGIES.
   Rose N, 1999, GOVERNING SOUL SHAPI.
   Saunders D.B., 2010, J CRITICAL ED POLICY, V8, P42.
   Titchkosky T., 2007, READING WRITING DISA.
   Vander Kloet MA, 2012, EDUC RES EVAL, V18, P597, DOI 10.1080/13803611.2012.704171.
   Withers A. J., 2012, DISABILITY POLITICS.
   Wuetherick B, 2012, INT J ACAD DEV, V17, P217, DOI 10.1080/1360144X.2012.700896.}},
Number-of-Cited-References = {{36}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Can. J. Scholarsh. Teach. Learn.}},
Doc-Delivery-Number = {{CP7BB}},
Unique-ID = {{ISI:000360041100009}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000359443200001,
Author = {Ang, Magdalene C. H. and Ramayah, T. and Amin, Hanudin},
Title = {{A theory of planned behavior perspective on hiring Malaysians with
   disabilities}},
Journal = {{EQUALITY DIVERSITY AND INCLUSION}},
Year = {{2015}},
Volume = {{34}},
Number = {{3}},
Pages = {{186-200}},
Abstract = {{Purpose - The high unemployment rates among persons with disabilities
   (PWDs) is nothing new. Many people fail to recognize that the disabled
   population is a significant but largely untapped source of human
   resources. Prejudices and misconceptions about PWDs' ability to perform
   and compete in the open market are likely to be the cause. While the
   topic of PWDs' employment has been substantially studied, no known
   research has explored the applicability of the theory of planned
   behavior (TPB) in the context of hiring PWDs. In addressing the research
   gap, this paper details a preliminary study which examined the influence
   of attitude, subjective norm, and perceived behavioral control on
   managerial intention to hire Malaysians with disabilities. The paper
   aims to discuss these issues.
   Design/methodology/approach - Data were obtained via a survey on 200
   employers representing private organizations in East Malaysia. To
   examine the hypothesized linkages within the TPB framework, the authors
   conducted PLS analysis. The authors also examined the measurement model
   using PLS.
   Findings - The results of the PLS analysis indicated that subjective
   norm and perceived behavioral control significantly predicted managerial
   intention to hire Malaysians with disabilities. Contrary to
   expectations, the data did not provide support for the influence of
   attitude toward hiring decisions for PWDs.
   Research limitations/implications - Given the research approach,
   generalizing the findings must be done with caution. Longitudinal
   studies may provide further support to the results. Future studies can
   extend the TPB framework by examining other variables such as attributes
   of Malaysians with disabilities or those of hiring managers. Hiring
   behavior can also be included in the model to confirm if behavioral
   intention of hiring will evidently result in actual hiring of Malaysians
   with disabilities.
   Practical implications - This study found the TPB to have a predictive
   power in the area of hiring PWDs. Results obtained can serve as a basis
   for future works in this area. The study also offers implications for
   the development of public and organizational policies that can better
   promote and manage the careers of Malaysians with disabilities.
   Social implications - An enhanced knowledge about the factors which can
   influence managerial intention to hire Malaysians with disabilities will
   help increase the employment of Malaysians with disabilities.
   Originality/value - This study is a pioneering attempt to explore the
   applicability of the TPB within the domain of managerial intention to
   hire Malaysians with disabilities. The use of PLS in disability studies
   is also noteworthy.}},
Publisher = {{EMERALD GROUP PUBLISHING LTD}},
Address = {{HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ang, MCH (Reprint Author), Univ Malaysia Sabah, Labuan Fac Int Finance, Labuan, Malaysia.
   Ang, Magdalene C. H.; Amin, Hanudin, Univ Malaysia Sabah, Labuan Fac Int Finance, Labuan, Malaysia.
   Ramayah, T., Univ Sains Malaysia, Sch Management, George Town, Malaysia.}},
DOI = {{10.1108/EDI-02-2014-0012}},
ISSN = {{2040-7149}},
EISSN = {{2040-7157}},
Keywords = {{Theory of planned behaviour; Disabilities; Hiring decisions; Malaysians;
   PLS}},
Keywords-Plus = {{SELF-EFFICACY; ATTITUDES; INTENTIONS; EMPLOYMENT; OUTCOMES; PEOPLE}},
Research-Areas = {{Business \& Economics}},
Web-of-Science-Categories  = {{Management}},
Author-Email = {{ang.magdalene@gmail.com}},
ResearcherID-Numbers = {{Amin, Hanudin/I-1176-2017
   Ramayah, T./E-4629-2010
   }},
ORCID-Numbers = {{Amin, Hanudin/0000-0003-3645-287X
   Ramayah, T./0000-0002-7580-7058
   Ang, Magdalene/0000-0003-4580-3010}},
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Number-of-Cited-References = {{50}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{5}},
Usage-Count-Since-2013 = {{22}},
Journal-ISO = {{Equal. Divers. Incl.}},
Doc-Delivery-Number = {{CO8TB}},
Unique-ID = {{ISI:000359443200001}},
DA = {{2020-03-18}},
}

@article{ ISI:000357763700012,
Author = {Simpson, Jane and Thomas, Carol},
Title = {{Clinical psychology and disability studies: bridging the disciplinary
   divide on mental health and disability}},
Journal = {{DISABILITY AND REHABILITATION}},
Year = {{2015}},
Volume = {{37}},
Number = {{14-15}},
Pages = {{1299-1304}},
Abstract = {{Purpose: Clinical psychology and disability studies have traditionally
   occupied very different academic, philosophical and political spaces.
   However, this paper aims to illustrate the positive consequences and
   implications of attempts to understand and bridge this disciplinary
   divide. Method: A narrative review format was used with evidence
   selected pragmatically as opposed to systematically. The construction of
   the argument determined the evidence selected. Results: The concept of
   psycho-emotional disablism, which originated within disability studies,
   is argued to be a useful concept to bridge the divide between
   understandings of distress from both disability studies and clinical
   psychology perspectives. However, this can be usefully augmented by
   psychological research on the mechanisms through which disablism can
   affect individuals. Conclusion: Perspectives from both disability
   studies and clinical psychology can be usefully combined to bring
   important new perspectives; combined, these perspectives should help -
   on theoretical, service and social levels - to improve the mental health
   of disabled people.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Simpson, J (Reprint Author), Univ Lancaster, Div Hlth Res, Fac Hlth \& Med, Furness Bldg, Lancaster LA1 4YT, England.
   Simpson, Jane, Univ Lancaster, Dept Clin Psychol, Lancaster LA1 4YT, England.
   Thomas, Carol, Univ Lancaster, Div Hlth Res, Dept Sociol, Lancaster LA1 4YT, England.}},
DOI = {{10.3109/09638288.2014.961656}},
ISSN = {{0963-8288}},
EISSN = {{1464-5165}},
Keywords = {{Clinical psychology; disability studies; disabled people; mental health;
   psycho-emotional disablism}},
Keywords-Plus = {{PARKINSONS-DISEASE; COMMUNITY PSYCHOLOGY; SOCIAL MODEL; DEPRESSION;
   IMPAIRMENT; ILLNESS}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{j.simpson2@lancaster.ac.uk}},
ORCID-Numbers = {{Simpson, Jane/0000-0001-5071-4077
   Thomas, Carol/0000-0003-4188-9224}},
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Number-of-Cited-References = {{74}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Disabil. Rehabil.}},
Doc-Delivery-Number = {{CM5YA}},
Unique-ID = {{ISI:000357763700012}},
DA = {{2020-03-18}},
}

@article{ ISI:000353921700002,
Author = {Pombo, Samuel and da Costa, Nuno Felix and Ismail, Fatima and Neves
   Cardoso, Jose M. and Figueira, Maria Luisa},
Title = {{Alexithymia and alcohol dependence: Do different subtypes manifest
   different emotion regulations?}},
Journal = {{ADDICTION RESEARCH \& THEORY}},
Year = {{2015}},
Volume = {{23}},
Number = {{3}},
Pages = {{187-195}},
Abstract = {{Objective: Alcohol abusers are vulnerable to emotional disabilities.
   Studies have shown that alexithymia is significantly associated with
   alcohol dependence and many other phenotypic descriptors. Given the high
   phenotypic heterogeneity that characterizes the alcohol dependence
   syndrome, the study aims to assess alexithymia features according to a
   multivariate classification scheme of alcoholism - the Lesch Alcoholism
   Typology (LAT). Methods: A total of 274 alcohol dependence outpatients
   (DSM diagnosis) were recruited from the Alcoholism Unit of the
   Psychiatric Service of Santa Maria University Hospital. After a detailed
   clinical observation, subjects were evaluated with the alcoholism
   classification system (LAT) and self-rated alexithymia with the Toronto
   Alexithymic Scale - 20 items (TAS-20). Results: Data showed that almost
   half of the alcohol-dependent individuals were defined as alexithymic
   cases (48.5\%). ``Organic'' alcohol-dependent patients (type IV of Lesch
   classification) presented higher scores in TAS-20 when compared to other
   subtypes, even after controlling for potential confounding factors.
   Furthermore, the TAS-20 scores were related to educational level and
   family history of alcoholism. Conclusions: Results indicate that the
   alexithymia construct is an important psychological dimension in the
   characterization of alcohol dependence, especially the alcohol-dependent
   phenotypes that are more likely to present co-existing organic
   complications.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pombo, S (Reprint Author), Hosp Santa Maria, Fac Med Lisboa, Clin Univ Psicol Med \& Psiquiatria, Piso 2 Ave Prof Egas Moniz, P-1649028 Lisbon, Portugal.
   Pombo, Samuel; da Costa, Nuno Felix; Ismail, Fatima; Neves Cardoso, Jose M.; Figueira, Maria Luisa, Santa Maria Gen Hosp Lisbon, Univ Clin Med Psychol \& Psychiat, Sch Med, Lisbon, Portugal.}},
DOI = {{10.3109/16066359.2014.949697}},
ISSN = {{1606-6359}},
EISSN = {{1476-7392}},
Keywords = {{Alcohol dependence; alcoholic typology; alexithymia; emotion regulation}},
Keywords-Plus = {{MAINTAINING ABSTINENCE; PSYCHOSOMATIC PATIENTS; SUBSTANCE DEPENDENCE;
   LESCHS TYPOLOGY; NEGATIVE FACTOR; SAMPLE; MEN; POPULATION; VALIDATION;
   CLASSIFICATION}},
Research-Areas = {{Substance Abuse; Social Issues}},
Web-of-Science-Categories  = {{Substance Abuse; Social Issues}},
Author-Email = {{samuelpombo@gmail.com}},
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Number-of-Cited-References = {{59}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Addict. Res. Theory}},
Doc-Delivery-Number = {{CH3HW}},
Unique-ID = {{ISI:000353921700002}},
DA = {{2020-03-18}},
}

@article{ ISI:000350571000012,
Author = {Cavallo, Amelia},
Title = {{Seeing the word, hearing the image: the artistic possibilities of audio
   description in theatrical performance}},
Journal = {{RIDE-THE JOURNAL OF APPLIED THEATRE AND PERFORMANCE}},
Year = {{2015}},
Volume = {{20}},
Number = {{1, SI}},
Pages = {{125-134}},
Abstract = {{This paper will explore the effect that creative, non-traditional uses
   of audio description (AD) have on the audience during a performance, and
   how they trouble normative understandings of aesthetics and
   representation. This will be done by analysing two pieces created by
   Extant Theatre, the UK's only professional theatre company of visually
   impaired people. Both pieces use highly visual forms of performance in
   order to highlight the necessity of descriptive access for both
   practitioners and spectators experiencing these pieces, as well as the
   effect that description can have on the comprehension of an image. I
   will dissect these performances by juxtaposing my experience as a
   practitioner in these pieces with some of the methodological structures
   inherent within disability studies and identity politics, such as
   Rosemary Garland-Thomson's research on staring. AD, in its standard
   form, is an access tool for blind and visually impaired spectators that
   is almost always placed on top of an already completed performance, and
   hidden from the view of those not using the service. When that dynamic
   is shifted to allow for everyone, performer and audience alike, to
   experience and potentially contribute to the descriptions being given,
   regardless of visual status, the perceptions around the performance can
   change. This paper argues that the creative input of AD into a
   theatrical piece can open up wider questions around how aesthetics are
   viewed by performer and audience alike. Also, by making an access tool
   into a collaboration between audience and performer, the story that is
   communicated and the way the characters within that story are
   represented can break away from normative methods of performance. This
   then opens up possibilities for new ways of thinking about and
   perceiving how performance is made, why it is done and what it might
   become.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cavallo, A (Reprint Author), Royal Cent Sch Speech \& Drama, London, England.
   Royal Cent Sch Speech \& Drama, London, England.}},
DOI = {{10.1080/13569783.2014.983892}},
ISSN = {{1356-9783}},
EISSN = {{1470-112X}},
Keywords = {{disability studies; performance; spectatorship}},
Research-Areas = {{Education \& Educational Research; Theater}},
Web-of-Science-Categories  = {{Education \& Educational Research; Theater}},
Author-Email = {{Amelia.Cavallo@cssd.ac.uk}},
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Number-of-Cited-References = {{12}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{RIDE-J. Appl. Theatre Perform.}},
Doc-Delivery-Number = {{CC7TJ}},
Unique-ID = {{ISI:000350571000012}},
DA = {{2020-03-18}},
}

@article{ ISI:000348212000011,
Author = {Coutton, Charles and Dieterich, Klaus and Satre, Veronique and Vieville,
   Gaelle and Amblard, Florence and David, Marie and Cans, Christine and
   Jouk, Pierre-Simon and Devillard, Francoise},
Title = {{Array-CGH in children with mild intellectual disability: a
   population-based study}},
Journal = {{EUROPEAN JOURNAL OF PEDIATRICS}},
Year = {{2015}},
Volume = {{174}},
Number = {{1}},
Pages = {{75-83}},
Month = {{JAN}},
Abstract = {{Intellectual disability (ID) is characterized by limitation in
   intellectual function and adaptive behavior, with onset in childhood.
   Frequent identifiable causes of ID originate from chromosomal
   imbalances. During the last years, array-CGH has successfully
   contributed to improve the diagnostic detection rate of genetic
   abnormalities in patients with ID. Most array-CGH studies focused on
   patients with moderate or severe intellectual disability. Studies on
   genetic etiology in children with mild intellectual disability (ID) are
   very rare. We performed array-CGH analysis in 66 children with mild
   intellectual disability assessed in a population-based study and for
   whom no genetic etiology was identified. We found one or more copy
   number variations (CNVs) in 20 out of 66 (similar to 30\%) patients with
   a mild ID. In eight of them (similar to 12 \%), the CNVs were certainly
   responsible for the phenotype and in six they were potentially
   pathogenic for ID. Altogether, array-CGH helped to determine the
   etiology of ID in 14 patients (similar to 21 \%). Conclusion: Our
   results underscore the clinical relevance of array-CGH to investigate
   the etiology of isolated idiopathic mild ID in patients or associated
   with even subtle dysmorphic features or congenital malformations.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Coutton, C (Reprint Author), CHU Grenoble, Hop Couple Enfant, Serv Genet Chromosom, F-38043 Grenoble 9, France.
   Coutton, Charles; Satre, Veronique; Vieville, Gaelle; Amblard, Florence; Devillard, Francoise, CHU Grenoble, Hop Couple Enfant, Dept Genet \& Procreat, Lab Genet Chromosom, F-38043 Grenoble 9, France.
   Coutton, Charles; Satre, Veronique, Univ Grenoble 1, CNRS, Equipe Androl Genet \& Canc, AGIM,FRE3405, Grenoble, France.
   Dieterich, Klaus; Jouk, Pierre-Simon, CHU Grenoble, Hop Couple Enfant, Dept Genet \& Procreat, Serv Genet Clin, F-38700 Grenoble, France.
   David, Marie, RHEOP, Grenoble, Isere, France.
   Dieterich, Klaus, Univ Grenoble 1, Grenoble Inst Neurosci, INSERM, U836,Equipe 4, Grenoble, France.
   Cans, Christine, Grenoble Univ Hosp, Exploitat Units Med Informat, Grenoble, Isere, France.
   Coutton, Charles, CHU Grenoble, Hop Couple Enfant, Serv Genet Chromosom, F-38043 Grenoble 9, France.}},
DOI = {{10.1007/s00431-014-2367-6}},
ISSN = {{0340-6199}},
EISSN = {{1432-1076}},
Keywords = {{Chromosomal microarray; Array-CGH; Mild intellectual disability;
   Developmental delay}},
Keywords-Plus = {{COPY-NUMBER VARIANTS; CHROMOSOMAL MICROARRAY ANALYSIS; IDIOPATHIC
   MENTAL-RETARDATION; CONGENITAL-ANOMALIES; DEVELOPMENTAL DELAY; GENE;
   IDENTIFICATION; DISORDERS; MUTATION; AUTISM}},
Research-Areas = {{Pediatrics}},
Web-of-Science-Categories  = {{Pediatrics}},
Author-Email = {{CCoutton@chu-grenoble.fr}},
ResearcherID-Numbers = {{dieterich, klaus/R-8418-2019
   SATRE, Veronique/G-2864-2014}},
ORCID-Numbers = {{Coutton, Charles/0000-0002-8873-8098
   SATRE, Veronique/0000-0001-7852-8591}},
Funding-Acknowledgement = {{French Ministry (DHOS)}},
Funding-Text = {{We thank family members for their interest and cooperation. This study
   was supported by grants from the French Ministry (DHOS).}},
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Number-of-Cited-References = {{40}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Eur. J. Pediatr.}},
Doc-Delivery-Number = {{AZ4SC}},
Unique-ID = {{ISI:000348212000011}},
DA = {{2020-03-18}},
}

@article{ ISI:000347792000089,
Author = {{[}Anonymous]},
Title = {{Emerging Perspectives on Disability Studies}},
Journal = {{CONTEMPORARY SOCIOLOGY-A JOURNAL OF REVIEWS}},
Year = {{2015}},
Volume = {{44}},
Number = {{1}},
Pages = {{148-149}},
Month = {{JAN}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Book Review}},
Language = {{English}},
DOI = {{10.1177/0094306114562197s}},
ISSN = {{0094-3061}},
EISSN = {{1939-8638}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Cited-References = {{Wappett M, 2013, EMERGING PERSPECTIVE.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Contemp. Sociol.-J. Rev.}},
Doc-Delivery-Number = {{AY8GI}},
Unique-ID = {{ISI:000347792000089}},
DA = {{2020-03-18}},
}

@article{ ISI:000346153800003,
Author = {Merten, Julie Williams and Pomeranz, Jamie L. and King, Jessica L. and
   Moorhouse, Michael and Wynn, Richmond D.},
Title = {{Barriers to cancer screening for people with disabilities: A literature
   review}},
Journal = {{DISABILITY AND HEALTH JOURNAL}},
Year = {{2015}},
Volume = {{8}},
Number = {{1}},
Pages = {{9-16}},
Month = {{JAN}},
Abstract = {{Background: Over 50 million Americans are currently living with some
   form of disability. Studies have shown that people with disabilities are
   underinsured, have less access to health care, and are more likely to
   engage in risky health behavior. Routine preventive screenings for
   breast, cervical and colorectal cancer are recommended for all adults to
   improve early detection and treatment of cancer. Although early
   detection of cancer offers the best chances for treatment and survival,
   cancer screening has been limited for many people with disabilities.
   Objective: To present results of a scoping review of studies focused on
   barriers to cancer screening for people with disabilities.
   Methods: Online databases were searched for research articles on
   barriers to cancer screening (breast, cervical, prostate, and
   colorectal) in people with disabilities.
   Results: Thirty-five peer-reviewed articles met inclusion criteria.
   Existing research on cancer screenings, particularly prostate cancer,
   among people with disabilities is limited. Current studies suggest that
   those with advanced disabilities are not being screened for cancer as
   often as the able-bodied population with the exception of military
   veterans. Education, income, age, employment, screening history, tobacco
   use, activity level, disability level, and geography affected screening
   rates.
   Conclusions: Barriers include cost, access, health care provider
   discomfort, and physical and cognitive restraints. Future interventions
   to improve routine preventive cancer screenings rates could include
   specialized health care provider training, community interventions,
   emphasis on the value of health promotion and the specific health care
   needs of people with disabilities. Published by Elsevier Inc.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Merten, JW (Reprint Author), Univ N Florida, Dept Publ Hlth, 1 UNF Dr, Jacksonville, FL 32224 USA.
   Merten, Julie Williams; Wynn, Richmond D., Univ N Florida, Dept Publ Hlth, Jacksonville, FL 32224 USA.
   Pomeranz, Jamie L.; King, Jessica L.; Moorhouse, Michael, Univ Florida, Dept Behav Sci \& Community Hlth, Gainesville, FL USA.}},
DOI = {{10.1016/j.dhjo.2014.06.004}},
ISSN = {{1936-6574}},
EISSN = {{1876-7583}},
Keywords = {{Cancer screening; People with disabilities; Barriers}},
Keywords-Plus = {{CROSS-SECTIONAL SURVEY; BREAST-CANCER; INTELLECTUAL DISABILITIES;
   PREVENTIVE SERVICES; SOCIETY GUIDELINES; PHYSICAL-DISABILITIES;
   PAP-SMEAR; WOMEN; MAMMOGRAPHY; EXPERIENCE}},
Research-Areas = {{Health Care Sciences \& Services; Public, Environmental \& Occupational
   Health; Rehabilitation}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; Health Policy \& Services; Public,
   Environmental \& Occupational Health; Rehabilitation}},
Author-Email = {{JMerten@unf.edu}},
ORCID-Numbers = {{King, Jessica L/0000-0002-6048-8277
   Merten, Julie/0000-0001-6439-8730}},
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Number-of-Cited-References = {{59}},
Times-Cited = {{28}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{34}},
Journal-ISO = {{Disabil. Health J.}},
Doc-Delivery-Number = {{AW2YZ}},
Unique-ID = {{ISI:000346153800003}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000383740304132,
Author = {Polak-Sopinska, Aleksandra and Wisniewski, Zbigniew and
   Jedraszek-Wisniewska, Marta},
Editor = {{Ahram, T and Karwowski, W and Schmorrow, D}},
Title = {{HR staff awareness of disability employment as input to the design of an
   assessment tool of disability management capacity in large enterprises
   in Poland}},
Booktitle = {{6TH INTERNATIONAL CONFERENCE ON APPLIED HUMAN FACTORS AND ERGONOMICS
   (AHFE 2015) AND THE AFFILIATED CONFERENCES, AHFE 2015}},
Series = {{Procedia Manufacturing}},
Year = {{2015}},
Volume = {{3}},
Pages = {{4836-4843}},
Note = {{6th International Conference on Applied Human Factors and Ergonomics
   (AHFE), Las Vegas, NV, JUL 26-30, 2015}},
Abstract = {{The main objective of the authors of the foregoing article is the design
   of a diagnostic tool, adjusted to the reality of Polish enterprises,
   that will make possible the determination of the enterprise capacity in
   the area of disability management and directions of future development.
   The tool will take the form of a reference list. It will provide the
   means to evaluate solutions and practices used in the organization. It
   will offer an objective picture of the current situation and will allow
   to identify the strengths and weaknesses of the organization from the
   point of view of disability management strategy. All that complete the
   list of questions will receive feedback - both quantitative and
   qualitative - commensurate with the results of the analysis. The tool
   will be adjustable depending on the level of knowledge of the management
   in charge of recruitment and hiring of people with disabilities,
   enterprise financial resources, its size, industry and type of
   ownership. To develop the tool, a survey study was conducted in
   enterprises not employing people with disabilities. The aim of the
   survey was to determine the level of knowledge and competences of
   managers in charge of recruitment and hiring of people with
   disabilities. The article presents only part of the analysis of the
   level of awareness of HR professionals (compared to other managers in
   charge of employment) working in enterprises not employing people with
   disabilities with regard to: definition of a person with disabilities,
   degrees and causes of disability; working time of people with
   disabilities; matching jobs and adapting workstations to the needs and
   capabilities of people with disabilities. Studies of enterprises
   employing people with disabilities are planned in the future. (C) 2015
   The Authors. Published by Elsevier B.V.}},
Publisher = {{ELSEVIER SCIENCE BV}},
Address = {{SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Polak-Sopinska, A (Reprint Author), Lodz Univ Technol, Fac Org \& Management, Wolczanska 215, PL-90924 Lodz, Poland.
   Polak-Sopinska, Aleksandra; Wisniewski, Zbigniew; Jedraszek-Wisniewska, Marta, Lodz Univ Technol, Fac Org \& Management, Wolczanska 215, PL-90924 Lodz, Poland.}},
DOI = {{10.1016/j.promfg.2015.07.597}},
ISSN = {{2351-9789}},
Keywords = {{Knowledge; HR professionals; Safety staff; Engineers; People with
   disabilities; Disability management}},
Research-Areas = {{Behavioral Sciences; Engineering}},
Web-of-Science-Categories  = {{Behavioral Sciences; Engineering, Multidisciplinary}},
Author-Email = {{aleksandra.polak-sopinska@p.lodz.pl}},
ResearcherID-Numbers = {{Wisniewski, Zbigniew/F-4093-2010
   Polak-Sopinska, Aleksandra/M-2035-2018}},
ORCID-Numbers = {{Wisniewski, Zbigniew/0000-0003-0066-9321
   Polak-Sopinska, Aleksandra/0000-0002-5331-4180}},
Cited-References = {{{[}Anonymous], 2002, MAN DIS WORKPL ILO C.
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   Wirth L, 2001, BREAKING GLASS CEILI.}},
Number-of-Cited-References = {{11}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Doc-Delivery-Number = {{BF6UZ}},
Unique-ID = {{ISI:000383740304132}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000214025400003,
Author = {Orsati, Fernanda Tebexreni},
Title = {{Control, membership and consequences: Analysis of discursive practices
   to respond to behaviors of kindergartners with disabilities}},
Journal = {{CLASSROOM DISCOURSE}},
Year = {{2015}},
Volume = {{6}},
Number = {{2}},
Pages = {{124-142}},
Abstract = {{In this two-year ethnographic case study, I critically examine
   educators' relationships with students considered to present challenging
   behaviours in one classroom located in a predominantly White,
   middle-class school district. Focusing on the language and practices
   used by one special education teacher and three teaching assistants, I
   explore how educators respond to students' behaviours by analysing
   educators' utterances and the implication of such use in their classroom
   practices. Using critical discourse analysis, I was able to highlight
   how educators' language in the classroom reflects discourses of control
   and conditional membership. As a consequence of such discourses, the
   discursive practices employed exerted power and represented educators'
   understanding of students' behaviours as deficient and needing
   consequences. This study also shows that there are possibilities for
   educators to share power and compromise with students.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Orsati, FT (Reprint Author), Hussman Inst Autism, 5521 Res Pk Dr, Catonsville, MD 21228 USA.
   Orsati, Fernanda Tebexreni, Hussman Inst Autism, 5521 Res Pk Dr, Catonsville, MD 21228 USA.}},
DOI = {{10.1080/19463014.2015.1028952}},
ISSN = {{1946-3014}},
EISSN = {{1946-3022}},
Keywords = {{behaviour; discursive practices; disability studies}},
Keywords-Plus = {{DISCOURSE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{ftorsati@syr.edu}},
Cited-References = {{Ben-Moshe L, 2013, CRIT SOCIOL, V39, P385, DOI 10.1177/0896920511430864.
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Number-of-Cited-References = {{39}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Classr. Discourse}},
Doc-Delivery-Number = {{V07RR}},
Unique-ID = {{ISI:000214025400003}},
DA = {{2020-03-18}},
}

@article{ ISI:000409630000006,
Author = {Kahn, Laurie Gutmann. and Lindstrom, Lauren},
Title = {{``I Just Want to Be Myself{''}: Adolescents With Disabilities Who
   Identify as a Sexual or Gender Minority}},
Journal = {{EDUCATIONAL FORUM}},
Year = {{2015}},
Volume = {{79}},
Number = {{4}},
Pages = {{362-376}},
Abstract = {{Adolescents with disabilities who identify as a sexual or gender
   minority are at high risk for negative school experiences and poor
   outcomes, including peer rejection, bullying, and dropping out. Using an
   intersectionality framework, this study examined how multiple
   marginalized identities influence sense of self and school experience
   for this population. Findings reveal a complex picture of lived
   experiences and support the need for important changes in school
   practices.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kahn, LG (Reprint Author), 130L Lokey Educ Bldg,5259 Univ Oregon, Eugene, OR 97403 USA.
   Kahn, Laurie Gutmann.; Lindstrom, Lauren, Univ Oregon, Coll Educ, Eugene, OR 97403 USA.}},
DOI = {{10.1080/00131725.2015.1068416}},
ISSN = {{0013-1733}},
EISSN = {{1938-8098}},
Keywords = {{disability studies; diversity; inclusive education; LGBTQ studies;
   secondary education; special education; non-G/T}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{lkahn@uoregon.edu}},
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Number-of-Cited-References = {{30}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Educ. Forum}},
Doc-Delivery-Number = {{VA0XA}},
Unique-ID = {{ISI:000409630000006}},
DA = {{2020-03-18}},
}

@article{ ISI:000409630000007,
Author = {Miller, Ryan A.},
Title = {{``Sometimes You Feel Invisible{''}: Performing Queer/Disabled in the
   University Classroom}},
Journal = {{EDUCATIONAL FORUM}},
Year = {{2015}},
Volume = {{79}},
Number = {{4}},
Pages = {{377-393}},
Abstract = {{This qualitative study explored the classroom experiences of 25 LGBTQ
   students with disabilities at a research-intensive university. Drawing
   on critical/postmodern epistemologies and concepts from both queer
   theory and disability studies, this article details students'
   experiences in the university classroom related to their multiple,
   intersecting social identities. Students in the study described
   processes of disclosing identities in classes, managing perceptions of
   professors and peers, and experiencing and processing microaggressions.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Miller, RA (Reprint Author), Univ Texas Austin, Div Div \& CoinrnuIl Engagement, 101 East 27th Sheet,Stop A9400, Austin, TX 78712 USA.
   Miller, Ryan A., Univ Texas Austin, Div Div \& CoinrnuIl Engagement, 101 East 27th Sheet,Stop A9400, Austin, TX 78712 USA.}},
DOI = {{10.1080/00131725.2015.1068417}},
ISSN = {{0013-1733}},
EISSN = {{1938-8098}},
Keywords = {{disability; diversity; higher education; identity; LGBTQ}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{ryan.miller@utexas.edu}},
ORCID-Numbers = {{Miller, Ryan/0000-0002-1855-9887}},
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   Wilson K., 2000, J VOCATIONAL REHABIL, V14, P37.}},
Number-of-Cited-References = {{52}},
Times-Cited = {{11}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Educ. Forum}},
Doc-Delivery-Number = {{VA0XA}},
Unique-ID = {{ISI:000409630000007}},
DA = {{2020-03-18}},
}

@article{ ISI:000217530100004,
Author = {Brockenbrough, Edward},
Title = {{Queer of Color Agency in Educational Contexts: Analytic Frameworks From
   a Queer of Color Critique}},
Journal = {{EDUCATIONAL STUDIES-AESA}},
Year = {{2015}},
Volume = {{51}},
Number = {{1}},
Pages = {{28-44}},
Abstract = {{Although queer students of color face multiple obstacles to safe and
   full participation in numerous educational contexts, cultural and
   scholarly narratives that emphasize their vulnerabilities can lead
   educational stakeholders to overlook, and thus miss opportunities to
   capitalize on, the agency that these students possess to negotiate the
   barriers to their academic success. To counterbalance discourses on
   youth as at risk or in crisis, this article explores how a body of
   critical scholarship known as a queer of color critique can serve as a
   heuristic for educational research on the agentive practices of queer
   students of color. Situated largely outside of educational studies, a
   queer of color critique-much like critical race theories, disability
   studies, and similar discourses on difference-can organize analytic
   works across subfields of educational scholarship into a more coherent
   educational research agenda on queer of color difference while also
   contributing to broader critiques of homophobia, racism, and other
   threats to social justice in education.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Brockenbrough, E (Reprint Author), Univ Rochester, Warner Grad Sch Educ, POB 270425, Rochester, NY 14627 USA.
   Brockenbrough, Edward, Univ Rochester, Rochester, NY USA.}},
DOI = {{10.1080/00131946.2014.979929}},
ISSN = {{0013-1946}},
EISSN = {{1532-6993}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{ebrock@warner.rochester.edu}},
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Number-of-Cited-References = {{99}},
Times-Cited = {{17}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Educ. Stud.-AESA}},
Doc-Delivery-Number = {{V2F4C}},
Unique-ID = {{ISI:000217530100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000217530100009,
Author = {Sayman, Donna},
Title = {{The Disability Studies Reader 4th editoin}},
Journal = {{EDUCATIONAL STUDIES-AESA}},
Year = {{2015}},
Volume = {{51}},
Number = {{1}},
Pages = {{89-92}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Sayman, D (Reprint Author), Wayne State Univ, Detroit, MI 48202 USA.
   Sayman, Donna, Wayne State Univ, Detroit, MI 48202 USA.}},
DOI = {{10.1080/00131946.2014.979930}},
ISSN = {{0013-1946}},
EISSN = {{1532-6993}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Cited-References = {{Aleccia J., 2013, NBC NEWS.
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   Davis Lennard J, 2013, DISABILITY STUDIES R.
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   Moshe B. L., 2013, DISABILITY STUDIES R.
   Oliver M., 2009, UNDERSTANDING DISABI.
   TREMAIN S, 2002, DISABILITY POSTMODER, P32.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Educ. Stud.-AESA}},
Doc-Delivery-Number = {{V2F4C}},
Unique-ID = {{ISI:000217530100009}},
DA = {{2020-03-18}},
}

@article{ ISI:000211931100005,
Author = {Goodley, Dan and Cole, Katherine},
Title = {{Critical psychologies of disability: boundaries, borders and bodies in
   the lives of disabled children}},
Journal = {{EMOTIONAL AND BEHAVIOURAL DIFFICULTIES}},
Year = {{2015}},
Volume = {{20}},
Number = {{1, SI}},
Pages = {{51-63}},
Abstract = {{Attending to the ways in which bodies and subjectivities are constituted
   in social environments is not simply a concern of social geographers but
   an emerging interest in critical psychology, childhood and disability
   studies. Boundaries and borders are nothing if not the different
   relational and durational articulations of bodies and spaces. These
   entangled boundaries include borders between parent and child; culture
   and body; school, family and child. Through analysing the ways in which
   these borderlines are continually re-composed and re-constituted, we are
   able to reveal their relational and embodied articulations. In previous
   works, we have explored the ways in which disabled children disrupt
   normative orders associated with school, family and community. In this
   paper, we take up the concepts of boundaries and borders to explore
   their relational and embodied articulations with specific reference to
   stories collected as part of an ESRC project entitled `Does every child
   matter, Post-Blair: the interconnections of disabled childhoods'. We
   ask, how do disabled children negotiate space in their lives? In what
   ways do they challenge space through their borders and boundaries with
   others? How can we re-imagine, re-think and differently practice - that
   is revolutionise - key borders and boundaries of education in ways that
   affirm the lives of disabled children? We address these questions
   through reference to the narrative from the Derbyshire family, with
   particular focus on Hannah and her mother Linda, which we argue allow us
   to consider the ways in which disabled childhoods can be understood and
   reimagined. We explore two analytical considerations; `Being disabled:
   being mugged' and Becoming enabled: teacups, saucers and communities'.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Goodley, D (Reprint Author), Univ Sheffield, Sch Educ, Sheffield, S Yorkshire, England.
   Goodley, Dan, Univ Sheffield, Sch Educ, Sheffield, S Yorkshire, England.
   Cole, Katherine, Manchester Metropolitan Univ, Res Inst Hlth \& Social Change, Dept Psychol, Manchester, Lancs, England.}},
DOI = {{10.1080/13632752.2014.947096}},
ISSN = {{1363-2752}},
EISSN = {{1741-2692}},
Keywords = {{disability; childhood; bodies; boundaries}},
Keywords-Plus = {{SOCIAL MODEL; INVALIDATION; POLITICS; PEOPLE; SPACE; BODY}},
Research-Areas = {{Psychology}},
Web-of-Science-Categories  = {{Psychology, Educational}},
Author-Email = {{d.goodley@sheffield.ac.uk}},
ORCID-Numbers = {{Runswick-Cole, Katherine/0000-0001-9658-9718}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}RES-000-23-0129, ES/F035942/1]}},
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   Yuval-Davis N, 2006, PATTERNS PREJUDICE, V40, P197, DOI 10.1080/00313220600769331.}},
Number-of-Cited-References = {{61}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Emot. Behav. Diffic.}},
Doc-Delivery-Number = {{V76SE}},
Unique-ID = {{ISI:000211931100005}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000212617800005,
Author = {Collins, Kathleen M. and Green, III, Preston C. and Nelson, Steven L.
   and Madahar, Santosh},
Title = {{Cyber Charter Schools and Students With Dis/Abilities: Rebooting the
   IDEA to Address Equity, Access, and Compliance}},
Journal = {{EQUITY \& EXCELLENCE IN EDUCATION}},
Year = {{2015}},
Volume = {{48}},
Number = {{1, SI}},
Pages = {{71-86}},
Abstract = {{This article takes up the question of equity, access, and cyber charter
   schools from the perspective of disability studies in education (DSE).
   DSE positions inclusion and educational access as social justice
   concerns. In doing so, we assert the importance of making visible the
   social justice implications of the current laws that impact cyber
   charter schools and students with disabilities. To this end we focus in
   particular on the Individual with Disabilities Act (IDEA) because it is
   the central piece of federal legislation that provides for the public
   education of students with disabilities. Our analysis suggests several
   changes in the IDEA and state level legislation in order for cyber
   charter schools to be an available and equitable option for students
   with disabilities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Collins, KM (Reprint Author), Penn State Univ, Language Culture \& Soc, 253 Chambers Bldg, University Pk, PA 16802 USA.
   Collins, Kathleen M., Penn State Univ, Language Culture \& Soc, 253 Chambers Bldg, University Pk, PA 16802 USA.
   Collins, Kathleen M., Penn State Univ, Coll Educ, Ctr Disabil Studies, University Pk, PA 16802 USA.
   Green, Preston C., III, Univ Connecticut, Urban Educ, Storrs, CT USA.
   Nelson, Steven L., Univ New Orleans, Educ Adm, New Orleans, LA 70148 USA.
   Madahar, Santosh, Penn State Univ, Educ Theory \& Policy, University Pk, PA 16802 USA.}},
DOI = {{10.1080/10665684.2015.991219}},
ISSN = {{1066-5684}},
EISSN = {{1547-3457}},
Keywords-Plus = {{DISABILITY; EDUCATION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{kathleen@psu.edu}},
Cited-References = {{Ahn J, 2011, TEACH COLL REC, V113, P1.
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Number-of-Cited-References = {{38}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Equity Excell. Educ.}},
Doc-Delivery-Number = {{V86WH}},
Unique-ID = {{ISI:000212617800005}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000383740201085,
Author = {Waiyakoon, Suwit and Khlaisang, Jintavee and Koraneekij, Prakob},
Editor = {{Iaman, A and Eskicumali, A}},
Title = {{Development of an instructional learning object design model for tablets
   using game-based learning with scaffolding to enhance mathematical
   concepts for mathematic learning disability students}},
Booktitle = {{INTERNATIONAL CONFERENCE ON NEW HORIZONS IN EDUCATION, INTE 2014}},
Series = {{Procedia Social and Behavioral Sciences}},
Year = {{2015}},
Volume = {{174}},
Pages = {{1489-1496}},
Note = {{5th International Conference on New Horizons in Education (INTE), Paris,
   FRANCE, JUN 25-27, 2014}},
Abstract = {{This study aimed to develop an instructional Learning Object design
   model for tablet using game-based learning with scaffolding approach to
   enhance mathematical concept for learning disability students. This
   article reported on phase one of the study by synthesizing the
   literature in relating to the instructional design models, LO for
   tablet, game-based learning and scaffolding approach, mathematical
   concept, and mathematics learning disability. The framework was
   presented in five elements along with 10 respective steps: 1)
   feasibility evaluation, 2) project planning, 3) need analysis, 4)
   functional analysis, 5) objective elimination, 6) identifying terminal
   objectives, 7) design, 8) develop, 9) implement, and 10) evaluation (C)
   2015 The Authors. Published by Elsevier Ltd.}},
Publisher = {{ELSEVIER SCIENCE BV}},
Address = {{SARA BURGERHARTSTRAAT 25, PO BOX 211, 1000 AE AMSTERDAM, NETHERLANDS}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Khlaisang, J (Reprint Author), Chulalongkorn Univ, Fac Educ, Dept Educ Technol \& Commun, Bangkok 10330, Thailand.
   Waiyakoon, Suwit; Khlaisang, Jintavee; Koraneekij, Prakob, Chulalongkorn Univ, Fac Educ, Dept Educ Technol \& Commun, Bangkok 10330, Thailand.}},
DOI = {{10.1016/j.sbspro.2015.01.779}},
ISSN = {{1877-0428}},
Keywords = {{Learning Object; Game-based learning; Scaffolding; Mathematical concept;
   Mathematic Learning Disability; Tablets}},
Research-Areas = {{Education \& Educational Research; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Education \& Educational Research; Social Sciences, Interdisciplinary}},
Author-Email = {{jintavee.m@chula.ac.th}},
ResearcherID-Numbers = {{/AAG-6222-2019}},
Cited-References = {{Alessi SM, 2001, MULTIMEDIA LEARNING.
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Number-of-Cited-References = {{14}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Doc-Delivery-Number = {{BF6UY}},
Unique-ID = {{ISI:000383740201085}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000214873800010,
Author = {Lee, Yoon H.},
Title = {{The paradox of early intervention: families' participation driven by
   professionals throughout service process}},
Journal = {{INTERNATIONAL JOURNAL OF CHILD CARE AND EDUCATION POLICY}},
Year = {{2015}},
Volume = {{9}},
Abstract = {{Introduction: Early intervention conceived as a program for young
   infants and toddlers with developmental needs and their families, how
   early intervention practice establishes family participation in the
   service process - from referral, evaluation, Individualized Family
   Service Plan (IFSP) meeting, to service delivery - was considered in
   this article. Employing disability studies perspectives, the study
   contends that although families have gained legal rights for family
   participation in the law, the requirements do not guarantee the quality
   of family participation. Using a qualitative case study approach, this
   study looked at both participation and perceptions of families in the
   early intervention service process in the metropolitan area of the US.
   Case description: Three families' experience in the process of early
   intervention was observed, and how these parents reflect on their
   participation in the development of early intervention service planning
   and delivery was examined through in-depth interviews.
   Discussion and evaluation: Findings showed that the families'
   participation varied by service providers. The disparity resulted from
   variable availability, competency levels, and approaches of individual
   service providers during the service process. In addition, early
   intervention professionals who are bounded by the requirements in a
   professional bureaucracy, including the procedural requirements, often
   impinge on the quality of family participation and limit families'
   opportunities for quality service provision.
   Conclusions: The paper suggests rethinking about how the practice can be
   implemented.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lee, YH (Reprint Author), Temple Univ, Dept Psychol Org \& Leadership Studies, 1301 Cecil B Moore Ave, Philadelphia, PA 19122 USA.
   Lee, Yoon H., Temple Univ, Dept Psychol Org \& Leadership Studies, 1301 Cecil B Moore Ave, Philadelphia, PA 19122 USA.}},
DOI = {{10.1186/s40723-015-0007-x}},
Article-Number = {{4}},
ISSN = {{1976-5681}},
EISSN = {{2288-6729}},
Keywords = {{Qualitative case study; Disability studies; Parent participation; Early
   intervention}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{yoon.lee@temple.edu}},
Cited-References = {{Adler P., 1994, HDB QUALITATIVE RES, P377, DOI DOI 10.1016/J.RBMO.2010.02.012.
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Number-of-Cited-References = {{50}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Int. J. Child Care Educ. Policy}},
Doc-Delivery-Number = {{V20FZ}},
Unique-ID = {{ISI:000214873800010}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000213101000003,
Author = {Hutcheon, Emily J. and Lashewicz, Bonnie},
Title = {{Are Individuals With Disabilities and Their Families ``Resilient''?
   Deconstructing and Recasting a Well-Intended Concept}},
Journal = {{JOURNAL OF SOCIAL WORK IN DISABILITY \& REHABILITATION}},
Year = {{2015}},
Volume = {{14}},
Number = {{1}},
Pages = {{41-60}},
Abstract = {{This article contributes to existing scholarship related to resilience
   in families with members with disabilities by first using a disability
   studies orientation to ``unbound'' existing definitions of resilience,
   then by providing empirical illustration of this unbounding. Using
   family as our unit of analysis, we present data from 3 families who
   navigate successes and challenges related to disability. Three themes of
   honoring relationships, family member expertise, and standing in one's
   power emerged. We suggest that more nuanced understandings of
   resilience, which account for fluid, localized perspectives and
   encompass contradictory meanings and processes (e.g., stress and joy),
   have implications for policy and practice.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hutcheon, EJ (Reprint Author), Univ Calgary, Dept Community Hlth Sci, Fac Med, Community Rehabil \& Disabil Studies, Unit 8 733 2nd Ave NW, Calgary, AB T2N 0E4, Canada.
   Hutcheon, Emily J.; Lashewicz, Bonnie, Univ Calgary, Dept Community Hlth Sci, Fac Med, Calgary, AB, Canada.}},
DOI = {{10.1080/1536710X.2015.989560}},
ISSN = {{1536-710X}},
EISSN = {{1536-7118}},
Keywords = {{disability; family; mental illness; narrative; policy; practice;
   resilience; sibling}},
Research-Areas = {{Social Work}},
Web-of-Science-Categories  = {{Social Work}},
Author-Email = {{ejhutche@ucalgary.ca}},
Funding-Acknowledgement = {{Canadian Institutes of Health Research Social Dimensions in Aging
   Catalyst Grant}},
Funding-Text = {{Funding for this project was provided by the Canadian Institutes of
   Health Research Social Dimensions in Aging Catalyst Grant.}},
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   Rodrigues N, 2007, J PEDIATR PSYCHOL, V32, P417, DOI 10.1093/jpepsy/jsl031.
   Theron L., 2006, S AFRICAN J ED, V24, P317.
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   Ungar M., 2003, QUALITATIVE SOCIAL W, V2, P85, DOI {[}DOI 10.1177/1473325003002001123, 10.1177/1473325003002001123].
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   Walsh F, 1996, FAM PROCESS, V35, P261, DOI 10.1111/j.1545-5300.1996.00261.x.
   Werner EE, 1993, LEARNING DISABILITIE, V8, P28.}},
Number-of-Cited-References = {{42}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Soc. Work Disabil. Rehabil.}},
Doc-Delivery-Number = {{V94AD}},
Unique-ID = {{ISI:000213101000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000218640100003,
Author = {Ab Ghani, Ahmad Ikmal Hakim and Yaakob, Nur Haizal Mat and Yusof,
   Rozimah and Dawal, Siti Zawiah Md},
Title = {{A BRIEF REVIEW OF ERGONOMIC WORKSTATION FOR DISABILITY STUDENT}},
Journal = {{JURNAL TEKNOLOGI}},
Year = {{2015}},
Volume = {{77}},
Number = {{27}},
Pages = {{19-23}},
Abstract = {{This paper presents the review of the ergonomic on workstation for
   disable student in higher education. Most of disable especially in term
   of physically disable student has limitation in their study area, which
   highlighted here as workstation. The main objective of this paper is to
   discuss the significant role of ergonomic workstation for disable
   students, which will create an enjoyable learning environment for these
   students thus enhancing their self-motivation to learn. This review was
   conducted by referring on the published journal articles, conference
   papers, legislation, standards and other reports available on the
   internet sources. Data from the literature review shows that the number
   of disabled persons in Malaysia was on the rise from year 2009 till 2012
   and they are facing many challenges in obtaining good education to
   prepare for their future work life. Many students with disabilities
   drop-out from high school before graduating, leaving them even more
   unprepared for and less likely to obtain a job. Therefore,
   implementation lifelong learning programs could provide them the
   opportunity to learn and equipped them with the appropriate skills and
   enhanced their survival in this challenging world.}},
Publisher = {{PENERBIT UTM PRESS}},
Address = {{PENERBIT UTM PRESS, SKUDAI, JOHOR, 81310, MALAYSIA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Yaakob, NHM (Reprint Author), Univ Sultan Zainal Abidin, Fac Innovat Design \& Technol, Terengganu, Malaysia.
   Ab Ghani, Ahmad Ikmal Hakim; Yaakob, Nur Haizal Mat; Yusof, Rozimah, Univ Sultan Zainal Abidin, Fac Innovat Design \& Technol, Terengganu, Malaysia.
   Dawal, Siti Zawiah Md, Univ Malaya, Fac Engn, Dept Mech Engn, Kuala Lumpur, Malaysia.}},
ISSN = {{0127-9696}},
EISSN = {{2180-3722}},
Keywords = {{Ergonomics; workstation; disabled student; higher education}},
Research-Areas = {{Engineering}},
Web-of-Science-Categories  = {{Engineering, Multidisciplinary}},
Author-Email = {{haizal@unisza.edu.my}},
ResearcherID-Numbers = {{MD DAWAL, SITI ZAWIAH/B-9816-2010}},
ORCID-Numbers = {{MD DAWAL, SITI ZAWIAH/0000-0003-0496-5128}},
Funding-Acknowledgement = {{Development of Wudhu' Ablution Workstation for Elderly and Disabled
   Person {[}RP027A-15SBS]; Study of Sustainable Learning Environment in
   Higher Learning Institution}},
Funding-Text = {{This work is financially supported by Development of Wudhu' Ablution
   Workstation for Elderly and Disabled Person (RP027A-15SBS) research
   programmes and Study of Sustainable Learning Environment in Higher
   Learning Institution for Lower Limb Disabled Population focus on
   ergonomics learning facilities.}},
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   Schumacher Krystal L., 2013, CONTRIBUTION EFFECT.
   UNICEF, 2011, RIGHT CHILDR DIS ED.}},
Number-of-Cited-References = {{22}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Teknol.}},
Doc-Delivery-Number = {{V3W1A}},
Unique-ID = {{ISI:000218640100003}},
DA = {{2020-03-18}},
}

@article{ ISI:000347689400016,
Author = {Yoshimura, N. and Muraki, S. and Oka, H. and Nakamura, K. and Kawaguchi,
   H. and Tanaka, S. and Akune, T.},
Title = {{Serum levels of 25-hydroxyvitamin D and the occurrence of
   musculoskeletal diseases: a 3-year follow-up to the road study}},
Journal = {{OSTEOPOROSIS INTERNATIONAL}},
Year = {{2015}},
Volume = {{26}},
Number = {{1}},
Pages = {{151-161}},
Month = {{JAN}},
Abstract = {{Assessment of serum 25-hydroxyvitamin D levels in association with the
   occurrence of musculoskeletal diseases using a population-based cohort
   study design revealed that serum 25-hydroxyvitamin D levels could
   predict the occurrence of osteoporosis at the femoral neck within 3
   years, but not the occurrence of knee osteoarthritis or lumbar
   spondylosis.
   The aim of this study is to clarify the association between serum
   25-hydroxyvitamin D (25D) levels and occurrence of osteoporosis and
   osteoarthritis in the general population.
   The Research on Osteoarthritis/Osteoporosis Against Disability study, a
   large-scale population-based cohort study, was performed during
   2005-2007. Serum 25D levels were measured in 1,683 participants. Of
   these, 1,384 individuals (81.9 \%) completed a second follow-up survey 3
   years later. Osteoporosis was defined according to World Health
   Organization criteria, in which osteoporosis is diagnosed by T-scores of
   bone mineral density (BMD) that are 2.5 standard deviations (SD) less
   than normal BMD. Knee osteoarthritis and lumbar spondylosis were defined
   as Kellgren-Lawrence grade a parts per thousand yen2, using paired X-ray
   films. Cumulative incidences were determined according to changes in
   measurements using World Health Organization criteria for osteoporosis
   or Kellgren-Lawrence grades for osteoarthritis between the baseline and
   second survey.
   The mean (SD) serum 25D level of the 1,384 participants in both surveys
   was 23.4 ng/mL (6.5). The annual cumulative incidences of osteoporosis
   at L2-4 and the femoral neck were 0.76 and 1.83 \%/year, respectively.
   The incidences of knee osteoarthritis and lumbar spondylosis were 3.3
   and 11.4 \%/year, respectively. After adjusting for potential associated
   factors, logistic regression analyses revealed that the odds ratio for
   the occurrence of femoral neck osteoporosis significantly decreased as
   serum 25D levels increased (+1 SD; odds ratio 0.67; 95 \% confidence
   interval 0.49-0.92; p = 0.014).
   Higher serum 25D levels may prevent the occurrence of osteoporosis at
   the femoral neck, but not knee osteoarthritis, lumbar spondylosis, or
   osteoporosis at L2-4.}},
Publisher = {{SPRINGER LONDON LTD}},
Address = {{236 GRAYS INN RD, 6TH FLOOR, LONDON WC1X 8HL, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Yoshimura, N (Reprint Author), Univ Tokyo, Grad Sch Med, Dept Joint Dis Res, 22nd Century Med \& Res Ctr,Bunkyo Ku, 7-3-1 Hongo, Tokyo 1138655, Japan.
   Yoshimura, N.; Oka, H., Univ Tokyo, Grad Sch Med, Dept Joint Dis Res, 22nd Century Med \& Res Ctr,Bunkyo Ku, Tokyo 1138655, Japan.
   Muraki, S., Univ Tokyo, Grad Sch Med, Dept Clin Motor Syst Med, 22nd Century Med \& Res Ctr,Bunkyo Ku, Tokyo 1138655, Japan.
   Nakamura, K.; Akune, T., Natl Rehabil Ctr Persons Disabil, Tokorozawa, Saitama 3598555, Japan.
   Kawaguchi, H., JCHO Tokyo Shinjuku Med Ctr, Shinjyuku Ku, Tokyo 1628542, Japan.
   Tanaka, S., Univ Tokyo, Dept Orthopaed Surg, Fac Med, Bunkyo Ku, Tokyo 1138655, Japan.}},
DOI = {{10.1007/s00198-014-2844-9}},
ISSN = {{0937-941X}},
EISSN = {{1433-2965}},
Keywords = {{25-Hydroxyvitamin D; Epidemiology; Incidence; Osteoarthritis;
   Osteoporosis; Population-based cohort study}},
Keywords-Plus = {{VITAMIN-D STATUS; KNEE OSTEOARTHRITIS; JAPANESE MEN; HIP OSTEOARTHRITIS;
   RISK-FACTORS; OSTEOPOROSIS; ASSOCIATION; COHORT; ADULTS; WOMEN}},
Research-Areas = {{Endocrinology \& Metabolism}},
Web-of-Science-Categories  = {{Endocrinology \& Metabolism}},
Author-Email = {{YOSHIMURAN-ORT@h.u-tokyo.ac.jp}},
ResearcherID-Numbers = {{Tanaka, Sakae/Y-3061-2019}},
ORCID-Numbers = {{Tanaka, Sakae/0000-0001-9210-9414}},
Funding-Acknowledgement = {{Ministry of Education, Culture, Sports, Science and TechnologyMinistry
   of Education, Culture, Sports, Science and Technology, Japan (MEXT)
   {[}B23390172, B20390182, C20591737, C20591774, A18689031,
   08033011-00262]; Ministry of Health, Labour and Welfare in JapanMinistry
   of Health, Labour and Welfare, Japan {[}H17-Men-eki-009,
   H18-Choujyu-037, H20-Choujyu-009, H23-Chojyu-002, H25-Nanchi-to
   (Men)-005, H25-Chojyu-007]; Japan Osteoporosis SocietyJapan Osteoporosis
   Society; Japanese Orthopaedic Association (JOA) {[}2006-1, 2010-2]}},
Funding-Text = {{This work was supported by the Grants-in-Aid for Scientific Research to
   NY (B23390172 and B20390182), to TA (C20591737), and to SM (C20591774);
   for Young Scientists to HO (A18689031); and for Collaborating Research
   with NSF to NY (Director; 08033011-00262) from the Ministry of
   Education, Culture, Sports, Science and Technology and by
   H17-Men-eki-009 (Director, KN), H18-Choujyu-037 (Director, TN),
   H20-Choujyu-009 (Director, NY), H23-Chojyu-002 (Director, TA),
   H25-Nanchi-to (Men)-005 (Director, ST), and H25-Chojyu-007 (Director,
   NY) from the Ministry of Health, Labour and Welfare in Japan. This study
   was also supported by grants from the Japan Osteoporosis Society (NY,
   SM, HO, and TA) and by research aid from the Japanese Orthopaedic
   Association (JOA-Subsidized Science Project Research 2006-1 and 2010-2;
   Director, HK). The authors wish to thank Dr. Takako Nojiri and Mr.
   Kazuhiro Hatanaka of the Gobo Public Health Centre; Dr. Naoki
   Hirabayashi of the Kawakami Clinic, Hidakagawa Town; Mrs. Tomoko
   Takijiri, Mrs. Kumiko Shinou, Mrs. Rie Takiguchi, Mrs. Kyoko Maeda, Ms.
   Ikuyo Ueyama, Mrs. Michiko Mori, Mrs. Hisayo Sugimoto, and other members
   of the public office in Hidakagawa Town; Dr. Shinji Matsuda of the
   Shingu Public Health Centre; and Mrs. Tamako Tsutsumi, Mrs. Kanami
   Maeda, Mr. Shoichi Shimoichi, Mrs. Megumi Takino, Mrs. Shuko Okada, Mrs.
   Kazuyo Setoh, Mrs. Chise Ryouno, Mrs. Miki Shimosaki, Mrs. Chika
   Yamaguchi, Mrs. Yuki Shimoji, and other members of the public office in
   Taiji Town for their assistance in locating and scheduling participants
   for examinations. We also thank Ms. Kyoko Yoshimura, Mrs. Toki Sakurai,
   and Mrs. Saeko Sahara for their assistance with data reduction and
   administration.}},
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   Yoshimura N, 2009, J BONE MINER METAB, V27, P620, DOI 10.1007/s00774-009-0080-8.}},
Number-of-Cited-References = {{31}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Osteoporosis Int.}},
Doc-Delivery-Number = {{AY6PZ}},
Unique-ID = {{ISI:000347689400016}},
DA = {{2020-03-18}},
}

@article{ ISI:000210517300004,
Author = {DiZazzo-Miller, Rosanne and Pociask, Fredrick},
Title = {{Dementia in the Context of Disability}},
Journal = {{PHYSICAL \& OCCUPATIONAL THERAPY IN GERIATRICS}},
Year = {{2015}},
Volume = {{33}},
Number = {{2}},
Pages = {{139-151}},
Abstract = {{Patients and caregivers often associate dementia with devastation and a
   loss of productive contribution to society. People with dementia are
   often depicted as confused individuals struggling through embarrassing
   episodes, followed by a loss of independence. The burden and devastation
   of the diagnosis on the families of people with dementia is exacerbated
   by their assumption of the role of caregiver with inadequate preparation
   or training. Disability scholars, in contrast, offer physical and
   occupational therapists a nontragic view of disability that recognizes
   the importance of countering the stigma and discrimination that too
   often accompany dementia. This case example of a woman diagnosed with
   dementia provides insight into the negative impact of these tragic,
   dependent views of dementia throughout and following the diagnosis
   process. Viewing her experiences through the lens of disability
   scholarship can increase awareness and improve the quality of care on
   the part of both therapists and family caregivers.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{DiZazzo-Miller, R (Reprint Author), Wayne State Univ, Coll Pharm \& Hlth Sci, 259 Mack Ave,Suite 2212, Detroit, MI 48201 USA.
   DiZazzo-Miller, Rosanne; Pociask, Fredrick, Wayne State Univ, Hlth Care Sci, Detroit, MI 48202 USA.}},
DOI = {{10.3109/02703181.2015.1014126}},
ISSN = {{0270-3181}},
EISSN = {{1541-3152}},
Keywords = {{Caregivers; dementia; disability studies}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{ar7975@wayne.edu}},
ResearcherID-Numbers = {{Pociask, Fredrick/E-6506-2015}},
ORCID-Numbers = {{DiZazzo-Miller, Rosanne/0000-0002-6133-3832
   Pociask, Fredrick/0000-0001-9662-6689}},
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Number-of-Cited-References = {{45}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Phys. Occup. Ther. Geriatr.}},
Doc-Delivery-Number = {{V55UK}},
Unique-ID = {{ISI:000210517300004}},
DA = {{2020-03-18}},
}

@article{ ISI:000346689400017,
Author = {Jongbloed-Pereboom, Marjolein and Peeters, Angele and Overvelde,
   Anneloes and Nijhuis-van der Sanden, Maria W. G. and Steenbergen, Bert},
Title = {{Learning of writing letter-like sequences in children with physical and
   multiple disabilities}},
Journal = {{RESEARCH IN DEVELOPMENTAL DISABILITIES}},
Year = {{2015}},
Volume = {{36}},
Pages = {{150-161}},
Month = {{JAN}},
Abstract = {{This study compared implicit and explicit learning instructions in hand
   writing. Implicit learning is the ability to acquire a new skill without
   a corresponding increase in knowledge about the skill. In contrast,
   explicit learning uses declarative knowledge to build up a set of
   performance rules that guide motor performance or skills. Explicit
   learning is dependent on working memory, implicit learning is not.
   Therefore, implicit learning was expected to be easier than explicit
   learning in children in special education, given their expected
   compromised working memory. Two groups of children (5-12 years)
   participated, children in special education with physical or multiple
   disabilities (study group, n = 22), and typically developing controls (n
   = 32). Children learned to write letter-like patterns on a digitizer by
   tracking a moving target (implicitly) and verbal instruction
   (explicitly). We further tested visual working memory, visual-motor
   integration, and gross manual dexterity. Learning curves were similar
   for both groups in both conditions; children in the study group did
   learn both implicitly and explicitly. Motor performance was related to
   the writing task In contrast to our hypothesis, visual working memory
   was not an important factor in the explicit condition. These results
   shed new light on the conceptual difference between implicit and
   explicit learning, and the role of working memory therein. (C) 2014
   Elsevier Ltd. All rights reserved.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jongbloed-Pereboom, M (Reprint Author), Radboud Univ Nijmegen, Inst Behav Sci, Montessorilaan 3,POB 9104, NL-6500 HE Nijmegen, Netherlands.
   Jongbloed-Pereboom, Marjolein; Peeters, Angele; Steenbergen, Bert, Radboud Univ Nijmegen, Inst Behav Sci, NL-6525 HR Nijmegen, Netherlands.
   Overvelde, Anneloes, Radboud Univ Nijmegen, Donders Ctr Cognit, NL-6525 HR Nijmegen, Netherlands.
   Overvelde, Anneloes; Nijhuis-van der Sanden, Maria W. G., Radboud Univ Nijmegen, Med Ctr, Sci Inst Qual Healthcare, Dept Rehabil, NL-6525 EZ Nijmegen, Netherlands.
   Steenbergen, Bert, Australian Catholic Univ, Sch Psychol, Melbourne, Vic, Australia.}},
DOI = {{10.1016/j.ridd.2014.10.005}},
ISSN = {{0891-4222}},
Keywords = {{Implicit; Explicit; Hand writing; Working memory; Education, Special;
   Motor skills disorders}},
Keywords-Plus = {{DEVELOPMENTAL COORDINATION DISORDER; WORKING-MEMORY PERFORMANCE;
   MOTOR-SKILL; INDIVIDUAL-DIFFERENCES; CEREBRAL-PALSY; IMPLICIT; EXPLICIT;
   INTERVENTION; DIFFICULTIES; DEFINITION}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{mjongbloed-pereboom@pwo.ru.nl}},
ResearcherID-Numbers = {{der Sanden, Maria WG Nijhuis-van/B-3463-2012
   Overvelde, Anneloes/F-4573-2016
   }},
ORCID-Numbers = {{der Sanden, Maria WG Nijhuis-van/0000-0003-2637-6877
   Steenbergen, Bert/0000-0001-8863-2624}},
Cited-References = {{Alloway T. P., 2007, AUTOMATED WORKING ME.
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Number-of-Cited-References = {{51}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{45}},
Journal-ISO = {{Res. Dev. Disabil.}},
Doc-Delivery-Number = {{AX1DX}},
Unique-ID = {{ISI:000346689400017}},
DA = {{2020-03-18}},
}

@article{ ISI:000210441400027,
Author = {Ocete Calvo, Carmen and Perez-Tejero, Javier and Lopez, Javier Coteron},
Title = {{Propose of an educative intervention program for inclusion of children
   with disability in general physical education}},
Journal = {{RETOS-NUEVAS TENDENCIAS EN EDUCACION FISICA DEPORTE Y RECREACION}},
Year = {{2015}},
Number = {{27}},
Pages = {{140-145}},
Abstract = {{In this paper, it's presented the design and structure of an educational
   intervention program in Physical Education: ``Inclusive School Sports
   (ISS){''}. It's propose for teachers and middle and high school
   students, aims promote inclusive sports in schools and different
   Paralympics sports through an inclusive methodology and raising
   awareness about the situation of people with disability in sport
   practice. The design is based on the contact and of planned behavior
   theories, both are evidenced as effective in attitudes training. The
   structure program is composed of a series of activities and educational
   resources such as a talk by a Paralympics sportiest, three teaching
   units ( one per cycle) and inclusive sporting event with all
   participants in the program centers. The newest program is the
   methodology propose by inclusive perspective, so including students with
   disabilities present in the centers, or simulating the situation of
   disabilities students. The program has been implemented in 38 educative
   centre of Madrid and Barcelona. It's present a approach to the
   evaluation and advances in the results.}},
Publisher = {{FEDERACION ESPANOLA ASOC DOCENTES EDUCACION FISICA-FEADEF}},
Address = {{C CABO VIDIO 27, SAN JAVIER, MURCIA, 30730, SPAIN}},
Type = {{Article}},
Language = {{Spanish}},
Affiliation = {{Calvo, CO (Reprint Author), Univ Politecn Madrid, Ctr Estudios Deporte Inclusivo, Madrid, Spain.
   Ocete Calvo, Carmen; Perez-Tejero, Javier; Lopez, Javier Coteron, Univ Politecn Madrid, Ctr Estudios Deporte Inclusivo, Madrid, Spain.}},
ISSN = {{1579-1726}},
EISSN = {{1988-2041}},
Keywords = {{attitude; inclusion; disability; Physical Education; intervention
   program; inclusive sport}},
Keywords-Plus = {{AWARENESS PROGRAM; STUDENT ATTITUDES; CONTACT; PEERS; PEOPLE;
   INDIVIDUALS; ACCEPTANCE}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Hospitality, Leisure, Sport \& Tourism}},
Author-Email = {{inves.cedi.inef@upm.es}},
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Number-of-Cited-References = {{62}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Retos}},
Doc-Delivery-Number = {{V54RF}},
Unique-ID = {{ISI:000210441400027}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000443033600013,
Author = {Harlos, Franco Ezequiel and Denari, Fatima Elisabeth},
Title = {{SOCIOLOGY OF DISABILITY: VOICES FOR MEANINGS AND (MORE) INCLUSIVE
   PRACTICES}},
Journal = {{REVISTA IBERO-AMERICANA DE ESTUDOS EM EDUCACAO}},
Year = {{2015}},
Volume = {{10}},
Number = {{1}},
Pages = {{180-196}},
Month = {{JAN-MAR}},
Abstract = {{In this research, we aim to systematize histories and theories
   associated to the Sociology of Disability, and, in these systematized
   elements, identify voices to rethink the meaning of disability and
   practices of Special Education for disabled people. To do so, a
   theoretical research was performed, based on bibliographical and
   documental research, developed from 48 works (papers, essays, books and
   documents). The texts were primarily compiled from the magazine
   Disability and Society, from the Asociacion Espanola de Sociologia de la
   Discapacidad and from the database of the Centre of Disability Studies,
   at the University of Leeds. The compiled works were analyzed using a
   content analysis technique, called categorical analysis. The first
   identified category is centered on the main interpretations adopted by
   the Health Sciences (medical paradigm) to think about disability; the
   second category is based on the history associated to the establishment
   of Sociology of Disability - the social movements that (as an answer to
   interpretations of disability adopted by Health Sciences) (re)signified
   disability and founded the Disability Studies; the third category
   focuses on the multiple theoretical faces of Sociology of Disability and
   on new models of comprehension of disability. From the systematization
   of these categories' contents, a sociological paradigm was unveiled for
   disability interpretation. This paradigm presents (as it gathers
   histories and theories of the Sociology of Disability) more inclusive
   practices and significances, both in relation to disability and to
   Special Education.}},
Publisher = {{UNIV ESTADUAL PAULISTA-UNESP, FAC CIENCIAS LETRAS ASSIS}},
Address = {{CENTRO DOCUMENTACAO \& APOIO PESQUISA AV DOM ANTONIO, 2100-PQ UNIV,
   ASSIS, SP CEP-19806900, BRAZIL}},
Type = {{Article}},
Language = {{Portuguese}},
Affiliation = {{Harlos, FE (Reprint Author), UFSCar Univ Fed Sao Carlos, Ctr Educ \& Ciencias Humanas, Posgrad Educ Especial, Educ Especial, BR-13565905 Sao Carlos, SP, Brazil.
   Harlos, Franco Ezequiel, UFSCar Univ Fed Sao Carlos, Ctr Educ \& Ciencias Humanas, Posgrad Educ Especial, Educ Especial, BR-13565905 Sao Carlos, SP, Brazil.
   Harlos, Franco Ezequiel, Asociac Espanola Sociol Discapacidad ASESDIS, Madrid, Spain.
   Harlos, Franco Ezequiel, IFPR Inst Fed Educ Ciencia \& Tecnol, BR-85860000 Foz Do Iguacu, PR, Brazil.
   Denari, Fatima Elisabeth, UFSCar Univ Fed Sao Carlos, Dept Psicol, Ctr Educ \& Ciencias Humanas, BR-13565905 Sao Carlos, SP, Brazil.}},
ISSN = {{2446-8606}},
EISSN = {{1982-5587}},
Keywords = {{Sociology of disability; Disability studies; Special Education; Disabled
   people}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{franco.harlos@ifpr.edu.br
   fadenari@terra.com.br}},
Cited-References = {{ABBERLEY P., 1998, DISCAPACIDAD Y SOC, P81.
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Number-of-Cited-References = {{55}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Rev. Ibero-Am. Estud. Educ.}},
Doc-Delivery-Number = {{VF5DT}},
Unique-ID = {{ISI:000443033600013}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000212526800002,
Author = {Lundberg, Camilla and Simonsen, Eva},
Title = {{Disability in court: intersectionality and rule of law}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2015}},
Volume = {{17}},
Number = {{1}},
Pages = {{7-22}},
Abstract = {{Intersectionality is a commonly used perspective in issues regarding
   social inequality and injustice in several fields, and has also been
   introduced in disability studies. In legal systems, social inequality
   and rule of law are closely connected. The court is an arena that is
   known both to produce and reproduce social inequality. The purpose of
   this article is to raise and discuss the question of how
   intersectionality may serve as a productive theoretical approach in
   research on disability and rule of law. We discuss in what ways
   intersectionality as a perspective may contribute to rule of law for
   disabled people in Western legal systems. Our intention is to
   investigate the potential of intersectionality as a sensitizing
   perspective within a process-oriented model for analytical sensibility.
   Intersectionality as a perspective in relation to disability and rule of
   law is explored with categorization and gender in focus.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lundberg, C (Reprint Author), Univ Oslo, Fac Law, Oslo, Norway.
   Lundberg, Camilla, Univ Oslo, Fac Law, Oslo, Norway.
   Simonsen, Eva, Univ Oslo, Fac Educ Sci, Oslo, Norway.}},
DOI = {{10.1080/15017419.2015.1069048}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{Legal systems; rule of law; disability; intersectionality; gender}},
Keywords-Plus = {{VIOLENCE; PEOPLE; GENDER; WOMEN; RACE}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{camillasl@getmail.no}},
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Number-of-Cited-References = {{91}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{V85NH}},
Unique-ID = {{ISI:000212526800002}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000212516200006,
Author = {Beckett, Angharad E.},
Title = {{Anti-oppressive pedagogy and disability: possibilities and challenges}},
Journal = {{SCANDINAVIAN JOURNAL OF DISABILITY RESEARCH}},
Year = {{2015}},
Volume = {{17}},
Number = {{1}},
Pages = {{76-94}},
Abstract = {{This article connects theories of `anti-oppressive education' with
   Disability Studies perspectives. It outlines and critically analyses a
   typology of three possible pedagogies for teaching about disability as a
   form of oppression and disrupting the relations in which disability
   resides. This typology is employed to examine the approach UK schools
   are currently recommended to take to teaching about disability. It is
   concluded that UK schools are being advised to take an approach that
   whilst at best benign is insufficiently radical. The article explores
   the potential of and for more `radical' approaches, opening up new
   avenues for a transformative `post-Critical Pedagogy' that seeks to
   unshackle the possibilities for what a life can be/do and where a life
   might go.}},
Publisher = {{STOCKHOLM UNIV PRESS}},
Address = {{STOCKHOLM UNIV LIBRARY, UNIVERSITETSVAGEN 14 D, STOCKHOLM, SE-106 91,
   SWEDEN}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Beckett, AE (Reprint Author), Univ Leeds, Sch Sociol \& Social Policy, Leeds LS2 9JT, W Yorkshire, England.
   Beckett, Angharad E., Univ Leeds, Sch Sociol \& Social Policy, Leeds LS2 9JT, W Yorkshire, England.}},
DOI = {{10.1080/15017419.2013.835278}},
ISSN = {{1501-7419}},
EISSN = {{1745-3011}},
Keywords = {{disability; education; anti-oppressive; pedagogy}},
Keywords-Plus = {{POSITIVE ATTITUDES; EDUCATION; CHILDREN}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{a.e.beckett@leeds.ac.uk}},
Funding-Acknowledgement = {{Economic and Social Research CouncilEconomic \& Social Research Council
   (ESRC) {[}RES-062-23-0461]}},
Funding-Text = {{This study was funded by the Economic and Social Research Council
   (RES-062-23-0461).}},
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Number-of-Cited-References = {{91}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Scand. J. Disabil. Res.}},
Doc-Delivery-Number = {{V85JF}},
Unique-ID = {{ISI:000212516200006}},
OA = {{DOAJ Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000437886900004,
Author = {Wexler, Alice and Derby, John},
Title = {{Art in Institutions: The Emergence of (Disabled) Outsiders}},
Journal = {{STUDIES IN ART EDUCATION}},
Year = {{2015}},
Volume = {{56}},
Number = {{2}},
Pages = {{127-141}},
Abstract = {{In this article, we use a disability studies lens to examine ways in
   which the artworks of disabled people' are bonded in a common
   sociopolitical experience. We analyze the history surrounding
   institutional art and the emergence of community art centers at the time
   of deinstitutionalization in the late 20th century. As a result of this
   synchronicity, art centers were able to offer the Arts as a means of
   communication, as well as to assist disabled people in making smooth
   transitions into their communities. We suggest that the innovative
   communication techniques developed in these centers could be adopted
   within all art programs and inclusive classrooms that serve severely
   disabled students, particularly learners with communication impairments.
   The article presents the House of Artists, The Community Growth Art
   Center, and the Grass Roots Art and Community Effort as strong examples
   of art education sites that transcend traditional ``outsider{''}
   stereotypes by diligently striving to understand how and what disabled
   people communicate in the visual arts.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wexler, A (Reprint Author), State Univ New York New Paltz, New Paltz, NY 12561 USA.
   Wexler, Alice, State Univ New York New Paltz, New Paltz, NY 12561 USA.
   Derby, John, Univ Kansas, Lawrence, KS 66045 USA.}},
DOI = {{10.1080/00393541.2015.11518956}},
ISSN = {{0039-3541}},
EISSN = {{2325-8039}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{wechslea@newpaltz.edu
   johnderby@ku.edu}},
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Number-of-Cited-References = {{39}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Stud. Art Educ.}},
Doc-Delivery-Number = {{VD9DR}},
Unique-ID = {{ISI:000437886900004}},
DA = {{2020-03-18}},
}

@article{ ISI:000347146700008,
Author = {Gabbe, Belinda J. and Simpson, Pam M. and Lyons, Ronan A. and
   Ameratunga, Shanthi and Harrison, James E. and Derrett, Sarah and
   Polinder, Suzanne and Davie, Gabrielle and Rivara, Frederick P.},
Title = {{Association between the Number of Injuries Sustained and 12-Month
   Disability Outcomes: Evidence from the Injury-VIBES Study}},
Journal = {{PLOS ONE}},
Year = {{2014}},
Volume = {{9}},
Number = {{12}},
Month = {{DEC 11}},
Abstract = {{Objective: To determine associations between the number of injuries
   sustained and three measures of disability 12-months post-injury for
   hospitalised patients.
   Methods: Data from 27,840 adult (18+ years) participants, hospitalised
   for injury, were extracted for analysis from the Validating and
   Improving injury Burden Estimates (Injury-VIBES) Study. Modified Poisson
   and linear regression analyses were used to estimate relative risks and
   mean differences, respectively, for a range of outcomes (Glasgow Outcome
   Scale-Extended, GOS-E; EQ-5D and 12-item Short Form health survey
   physical and mental component summary scores, PCS-12 and MCS-12)
   according to the number of injuries sustained, adjusted for age, sex and
   contributing study.
   Findings: More than half (54\%) of patients had an injury to more than
   one ICD-10 body region and 62\% had sustained more than one Global
   Burden of Disease injury type. The adjusted relative risk of a poor
   functional recovery (GOS-E<7) and of reporting problems on each of the
   items of the EQ-5D increased by 5-10\% for each additional injury type,
   or body region, injured. Adjusted mean PCS-12 and MCS-12 scores worsened
   with each additional injury type, or body region, injured by 1.3-1.5
   points and 0.5 points, respectively.
   Conclusions: Consistent and strong relationships exist between the
   number of injury types and body regions injured and 12-month functional
   and health status outcomes. Existing composite measures of anatomical
   injury severity such as the NISS or ISS, which use up to three diagnoses
   only, may be insufficient for characterising or accounting for multiple
   injuries in disability studies. Future studies should consider the
   impact of multiple injuries to avoid under-estimation of injury burden.}},
Publisher = {{PUBLIC LIBRARY SCIENCE}},
Address = {{1160 BATTERY STREET, STE 100, SAN FRANCISCO, CA 94111 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Gabbe, BJ (Reprint Author), Monash Univ, Dept Epidemiol \& Prevent Med, Melbourne, Vic 3004, Australia.
   Gabbe, Belinda J.; Simpson, Pam M.; Lyons, Ronan A., Monash Univ, Dept Epidemiol \& Prevent Med, Melbourne, Vic 3004, Australia.
   Gabbe, Belinda J.; Lyons, Ronan A., Swansea Univ, Ctr Improvement Populat Hlth E Records Res, Swansea, W Glam, Wales.
   Lyons, Ronan A., Publ Hlth Wales NHS Trust, Cardiff, S Glam, Wales.
   Ameratunga, Shanthi, Univ Auckland, Sch Populat Hlth, Sect Epidemiol \& Biostat, Auckland 1, New Zealand.
   Harrison, James E., Flinders Univ S Australia, Res Ctr Injury Studies, Adelaide, SA 5001, Australia.
   Derrett, Sarah; Davie, Gabrielle, Univ Otago, Dunedin Sch Med, Dept Prevent \& Social Med, Injury Prevent Res Unit, Dunedin, New Zealand.
   Derrett, Sarah, Massey Univ, Coll Hlth, Sch Hlth \& Social Serv, Palmerston North, New Zealand.
   Polinder, Suzanne, Erasmus MC, Dept Publ Hlth, Rotterdam, Netherlands.
   Rivara, Frederick P., Univ Washington, Dept Pediat, Seattle, WA 98195 USA.
   Rivara, Frederick P., Univ Washington, Dept Epidemiol, Seattle, WA 98195 USA.}},
DOI = {{10.1371/journal.pone.0113467}},
Article-Number = {{e113467}},
ISSN = {{1932-6203}},
Keywords-Plus = {{SEVERE MULTIPLE INJURIES; QUALITY-OF-LIFE; TRAUMA REGISTRY; MAJOR
   TRAUMA; FUNCTIONAL CONSEQUENCES; SYSTEMATIC ANALYSIS; GLOBAL BURDEN;
   HEALTH-STATUS; BRAIN-INJURY; DISEASE}},
Research-Areas = {{Science \& Technology - Other Topics}},
Web-of-Science-Categories  = {{Multidisciplinary Sciences}},
Author-Email = {{belinda.gabbe@monash.edu}},
ResearcherID-Numbers = {{Harrison, James/B-8958-2009
   }},
ORCID-Numbers = {{Harrison, James/0000-0001-9893-8491
   Lyons, Ronan/0000-0001-5225-000X
   Davie, Gabrielle/0000-0001-5466-5364
   Gabbe, Belinda/0000-0001-7096-7688
   Ameratunga, Shanthi/0000-0001-8042-2251
   Derrett, Sarah/0000-0003-2867-0498}},
Funding-Acknowledgement = {{National Health and Medical Research Council (NHMRC) of
   AustraliaNational Health and Medical Research Council of Australia
   {[}GNT1021861]; Health Research Council of New ZealandHealth Research
   Council of New Zealand; Accident Compensation Corporation, New Zealand;
   Department of Health, State Government of Victoria; TAC through the
   Institute for Safety, Compensation and Recovery Research; National
   Center for Injury Prevention and Control of the Centers for Disease
   Control and PreventionUnited States Department of Health \& Human
   ServicesCenters for Disease Control \& Prevention - USA
   {[}R49/CCR316840]; National Institutes of HealthUnited States Department
   of Health \& Human ServicesNational Institutes of Health (NIH) - USA
   {[}R01/AG20361]; NHMRCNational Health and Medical Research Council of
   Australia {[}APP1048731]; Transport Accident Commission (TAC); Medical
   Research CouncilMedical Research Council UK (MRC) {[}MR/K006525/1]}},
Funding-Text = {{The Injury-VIBES project is funded by the National Health and Medical
   Research Council (NHMRC) of Australia (GNT1021861, www.nhmrc.gov.au).
   The POIS study is funded by the Health Research Council of New Zealand
   (2007-2013, www.hrc.govt.nz), and was co-funded by the Accident
   Compensation Corporation, New Zealand (2007-2010, acc.co.nz). The
   Victorian State Trauma Registry is a Department of Health, State
   Government of Victoria and Transport Accident Commission (TAC) funded
   project (www.tac.vic.gov.au, www.health.vic.gov.au). The Victorian
   Orthopaedic Trauma Outcomes Registry is funded by the TAC through the
   Institute for Safety, Compensation and Recovery Research
   (www.iscrr.com.au). The NSCOT was funded by the National Center for
   Injury Prevention and Control of the Centers for Disease Control and
   Prevention (Grant R49/CCR316840, www.cdc.gov/Injury) and the National
   Institutes of Health (Grant \#R01/AG20361, www.nih.gov). Belinda Gabbe
   is supported by a Career Development Fellowship from the NHMRC
   (APP1048731). The funders had no role in study design, data collection
   and analysis, decision to publish, or preparation of the manuscript.}},
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   Soberg HL, 2007, J TRAUMA, V62, P471, DOI 10.1097/TA.0b013e31802e95f4.
   Van Beeck EF, 2007, J TRAUMA, V62, P534, DOI 10.1097/TA.0b013e31802e70c7.
   Vos T, 2012, LANCET, V380, P2163, DOI 10.1016/S0140-6736(12)61729-2.
   WARE JE, 1998, SF 12 SCORE SF 12 PH.
   Weninger P, 2008, J TRAUMA, V65, P799, DOI 10.1097/TA.0b013e3181820dae.
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Number-of-Cited-References = {{34}},
Times-Cited = {{12}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{PLoS One}},
Doc-Delivery-Number = {{AX8FY}},
Unique-ID = {{ISI:000347146700008}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000352215500005,
Author = {Rood, Carrie E. and Kanter, Arlene and Causton, Julie},
Title = {{Presumption of Incompetence: The Systematic Assignment of Guardianship
   Within the Transition Process}},
Journal = {{RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES}},
Year = {{2014}},
Volume = {{39}},
Number = {{4}},
Pages = {{319-328}},
Month = {{DEC}},
Abstract = {{This article describes the potential impact that state guardianship laws
   may have on the transition planning process for students identified with
   intellectual and developmental disabilities under the Individuals with
   Disabilities in Education Improvement Act. The authors utilize a
   disability studies framework to describe how the goals of transition
   planning under the IDEIA -which promote autonomy and independence-
   appear to be in direct conflict with the goal of guardianship laws
   -which is to remove from young adults all or some decision making
   authority over their own lives. The appointment of guardians for
   students at the age of majority necessarily limits opportunities for
   students to develop decision making skills, just at the time in their
   lives when they should be supported by teachers and school staff to
   become self-determined adults. The presumption of competency as an
   underlying approach to all students with disabilities is discussed, and
   which, if used, will assist teachers, family members, and students
   themselves in better preparing for and successfully meeting the goals of
   the IDEIA. The authors suggest that parents, families and educational
   professionals need to be made aware of alternatives to guardianship that
   position the student at the center of the decision-making process in
   order to ensure that the goals of the IDEIA are realized for each
   student.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Rood, CE (Reprint Author), Syracuse Univ, 370 Huntington Hall, Syracuse, NY 13244 USA.
   Rood, Carrie E., Syracuse Univ, Special Educ Program, Dept Teaching \& Leadership, Syracuse, NY 13244 USA.
   Kanter, Arlene, Syracuse Univ, Coll Law, Syracuse, NY 13244 USA.
   Kanter, Arlene, Syracuse Univ, Teaching Excellence, Syracuse, NY 13244 USA.
   Causton, Julie, Syracuse Univ, Special Educ Program, Syracuse, NY 13244 USA.}},
DOI = {{10.1177/1540796915571005}},
ISSN = {{1540-7969}},
EISSN = {{2169-2408}},
Keywords = {{guardianship; transition; person-centered planning; human rights}},
Keywords-Plus = {{SUPPORTED DECISION-MAKING; SELF-DETERMINATION; DISABILITIES; STUDENTS;
   MAJORITY; RIGHTS; AGE}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{cerood@syr.edu}},
Cited-References = {{{[}Anonymous], 2004, INDIVIDUALS DISABILI.
   Biklen D., 2012, COMMUNICATION   0224.
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   Pitonyak D., 2006, TASH CONNECTIONS, V32, P1.
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   Salzman L., 2011, SAINT LOUIS U J HLTH, V4, P279.
   Simons J. A., 2011, DOWN SYNDROME TRANSI.
   TASH, 2003, TASH RES ALT GUARD.
   Taylor Steven J., 2008, VITAL QUESTIONS FACI, V2, pxiii, DOI 10.3726/978-1-4539-1832-6.
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   Wright JL, 2010, INT J LAW PSYCHIAT, V33, P350, DOI 10.1016/j.ijlp.2010.09.007.
   Zhang DL, 2001, EDUC TRAIN MENT RET, V36, P293.}},
Number-of-Cited-References = {{50}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Res. Pract. Pers. Sev. Disabil.}},
Doc-Delivery-Number = {{CF0EL}},
Unique-ID = {{ISI:000352215500005}},
DA = {{2020-03-18}},
}

@article{ ISI:000346343600003,
Author = {Reeves, James Bryant},
Title = {{Untimely Old Age and Deformity in Sarah Scott's Millenium Hall}},
Journal = {{EIGHTEENTH-CENTURY FICTION}},
Year = {{2014}},
Volume = {{27}},
Number = {{2}},
Pages = {{229-256}},
Month = {{WIN}},
Abstract = {{While previous studies have debated the extent to which Sarah Scott's
   Millenium Hall values the disabled, this article argues that the novel's
   treatment of disability cannot be separated from its treatment of gender
   and old age. Operating at the nexus of disability studies and aging
   studies, this article situates Scott's novel as a key text in the
   history of disability. Writing in a century that was fascinated by the
   vagaries of human aging, Scott radically revises her culture's principal
   assumptions about female old age. Whereas other eighteenth-century
   authors cast female aging as a process of undesirable deformation, Scott
   suggests that old age and disability benefit her heroines by bringing
   them into contact with the timeless realm of the divine. The novel
   therefore enriches our understanding of disability in the eighteenth
   century and beyond, demonstrating the powerful ways in which disability,
   gender, and temporality intersect.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Reeves, JB (Reprint Author), Univ Calif Los Angeles, Los Angeles, CA 90025 USA.
   Univ Calif Los Angeles, Los Angeles, CA 90025 USA.}},
DOI = {{10.3138/ecf.27.2.229}},
ISSN = {{0840-6286}},
EISSN = {{1911-0243}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{Addison Joseph, 1711, SPECTATOR.
   {[}Anonymous], 1798, FEMALE AEGIS DUTIES, P173.
   {[}Anonymous], 1755, LADYS PRESENT FAIR S, P180.
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   Bannet ET, 2006, EIGHTEENTH-CENT LIFE, V30, P25, DOI 10.1215/00982601-30-1-25.
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Number-of-Cited-References = {{49}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Eighteenth-Century Fict.}},
Doc-Delivery-Number = {{AW5XF}},
Unique-ID = {{ISI:000346343600003}},
DA = {{2020-03-18}},
}

@article{ ISI:000345118500003,
Author = {Hermans, Heidi and Beekman, Aartjan T. F. and Evenhuis, Heleen M.},
Title = {{Comparison of Anxiety as Reported by Older People with Intellectual
   Disabilities and by Older People with Normal Intelligence}},
Journal = {{AMERICAN JOURNAL OF GERIATRIC PSYCHIATRY}},
Year = {{2014}},
Volume = {{22}},
Number = {{12}},
Pages = {{1391-1398}},
Month = {{DEC}},
Abstract = {{Objectives: Older people with intellectual disabilities (ID) may
   experience more and different symptoms of anxiety than older people with
   normal intelligence. Study questions: (1) Is the reported severity of
   anxiety in this group similar to that in the general older population;
   (2) Are specific anxiety symptoms reported as frequently by both groups?
   Design: Cross-sectional. Setting: Formal Dutch intellectual disability
   services and Dutch population-based study. Participants: One hundred
   fifty-four participants of the Healthy Ageing and Intellectual
   Disability study with mild or moderate ID (IQ <70), aged 55-85 years,
   and 2,917 participants of the Longitudinal Aging Study Amsterdam with
   normal intelligence, aged 55-85 years. Measurements: The general anxiety
   subscale of the Hospital Anxiety and Depression Scale. Results: Mean
   (standard deviation) Hospital Anxiety and Depression Scale total score
   of subjects with ID was significantly higher than that of subjects with
   normal intelligence (3.53 {[}3.03]) versus 2.53 {[}3.30]; p < 0.01),
   whereas the percentage of scores above cutoff in both groups was
   similar. Four of 7 items were more often reported as present by subjects
   with ID: ``tense or wound up feelings,{''} ``frightened feelings,{''}
   ``worrying thoughts,{''} and ``sudden feelings of panic.{''}
   Conclusions: Older people with ID report more symptoms of anxiety than
   older people with normal intelligence. Tense feelings and worrying
   especially need more attention, because more than one-half of all older
   people with ID reported such symptoms.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hermans, H (Reprint Author), Erasmus Univ, Med Ctr, Intellectual Disabil Med, Dept Gen Practice, POB 2040, NL-3000 CA Rotterdam, Netherlands.
   Hermans, Heidi; Evenhuis, Heleen M., Erasmus MC Univ, Med Ctr Rotterdam, Intellectual Disabil Med, Dept Gen Practice, Rotterdam, Netherlands.
   Hermans, Heidi, Amarant, Healthcare Org People Intellectual Disabil, Tilburg, Netherlands.
   Beekman, Aartjan T. F., Vrije Univ Amsterdam, Med Ctr, Dept Psychiat, Amsterdam, Netherlands.}},
DOI = {{10.1016/j.jagp.2013.04.017}},
ISSN = {{1064-7481}},
EISSN = {{1545-7214}},
Keywords = {{Aging; anxiety; intellectual disability}},
Keywords-Plus = {{HOSPITAL ANXIETY; LEARNING-DISABILITY; DEPRESSION SCALE; LATER LIFE;
   ADULTS; DISORDERS; PREVALENCE; HEALTH; VALIDITY; COMORBIDITY}},
Research-Areas = {{Geriatrics \& Gerontology; Psychiatry}},
Web-of-Science-Categories  = {{Geriatrics \& Gerontology; Gerontology; Psychiatry}},
Author-Email = {{h.hermans.1@erasmusmc.nl}},
Funding-Acknowledgement = {{Netherlands Organisation for Health Research and DevelopmentNetherlands
   Organization for Health Research and Development {[}57000003];
   Netherlands Ministry of Health Welfare and Sports, Directorate of
   Nursing Care and Older Persons}},
Funding-Text = {{The Healthy Ageing and Intellectual Disability study was largely
   supported by a grant from The Netherlands Organisation for Health
   Research and Development (nr 57000003). LASA is largely supported by a
   grant from The Netherlands Ministry of Health Welfare and Sports,
   Directorate of Nursing Care and Older Persons. The supporting sources
   were not involved in the study design, data collection, analysis and
   interpretation of the data, or in writing of the manuscript.}},
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Number-of-Cited-References = {{43}},
Times-Cited = {{6}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{20}},
Journal-ISO = {{Am. J. Geriatr. Psychiatr.}},
Doc-Delivery-Number = {{AT7LO}},
Unique-ID = {{ISI:000345118500003}},
DA = {{2020-03-18}},
}

@article{ ISI:000345372400011,
Author = {Katchergin, Ofer},
Title = {{`Learning Disabilities' as a `Black Box': On the Different Conceptions
   and Constructions of a Popular Clinical Entity in Israel}},
Journal = {{CULTURE MEDICINE AND PSYCHIATRY}},
Year = {{2014}},
Volume = {{38}},
Number = {{4}},
Pages = {{669-699}},
Month = {{DEC}},
Abstract = {{This article aims to stimulate new thinking about learning disabilities
   than is customary in local literature. Previous educational and
   psychological studies concerning learning disabilities regarded them as
   if they were objective categories with formal definitions and criteria
   accepted in scholarly literature. Contrary to that, this article
   explores the various conceptions, constructions, and meanings of
   learning disabilities that comprise the narrative descriptions and
   explanations of didactic diagnosticians. For this purpose, 50 in-depth
   interviews were conducted. There are four sections. Part One lays out
   the theoretical and methodological background of the sociological and
   discursive debate about learning disabilities. Part Two explores the
   various main thematic aspects and narrative strategies that were used by
   the diagnosticians in their construction of their purportedly
   `objective', `a-historical', `a-political' experts' narrative. The third
   part reveals the polyphonic multifaceted nature of the learning
   disabilities construct. The experts' narrative undermines the objective
   and homogeneous definitions in the literature by uncovering learning
   disabilities' heterogeneous meaning repertoire. This repertoire
   consists, among others, of conceptualizing disability as a `disease', a
   `symptom', a `genetic defect', a `disorder', an `educational
   difficulty', a `variance', and even a `gift'. This part also reveals the
   experts' narrative reaction strategies to the aforementioned polyphonic
   spectacle. It is revealed that the interviewees' narrative deconstructs
   the `scientific factual nature' of the clinical categories. The fourth
   part highlights a central paradox in the expert narrative: The tension
   between the narrative stigmatic-labeling aspects and the
   destigmatic-'liberating' aspects. The claim is made that this tension
   can partly explain the current popularity of the LD diagnosis. This
   article is the third in a series of papers that seeks to contribute to
   the creation of a more nuanced disability discourse by exposing its
   shaky scientific foundations.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Katchergin, O (Reprint Author), Oranim Acad Coll, Qiryat Tivon, Israel.
   Katchergin, Ofer, Oranim Acad Coll, Qiryat Tivon, Israel.
   Katchergin, Ofer, Levinsky Acad Coll, Tel Aviv, Israel.}},
DOI = {{10.1007/s11013-014-9398-3}},
ISSN = {{0165-005X}},
EISSN = {{1573-076X}},
Keywords = {{Learning disabilities as a social construct; Didactic diagnosis;
   Critical discourse analysis; Critical disability studies;
   Medicalization; Narrative analysis}},
Keywords-Plus = {{SOCIOLOGY}},
Research-Areas = {{Anthropology; Psychiatry; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Anthropology; Psychiatry; Social Sciences, Biomedical}},
Author-Email = {{oferkerenor@gmail.com}},
Cited-References = {{American Psychiatric Association, 1994, DIAGNOSTIC AND STATI.
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   Reid DK, 2004, J LEARN DISABIL-US, V37, P466, DOI 10.1177/00222194040370060101.
   Riessman C. K., 2008, NARRATIVE METHODS FO.
   SHAPIN S, 1995, ANNU REV SOCIOL, V21, P289, DOI 10.1146/annurev.so.21.080195.001445.
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   Skrtic TM, 2005, LEARN DISABILITY Q, V28, P149, DOI 10.2307/1593616.
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   Zuriff Gerald E., 2007, PHILOSOPHY OF EDUCAT, P291.}},
Number-of-Cited-References = {{54}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Cult. Med. Psychiatr.}},
Doc-Delivery-Number = {{AU1HS}},
Unique-ID = {{ISI:000345372400011}},
DA = {{2020-03-18}},
}

@article{ ISI:000344780500012,
Author = {Manaseri, Holly and Uehara, Denise and Roberts, Kelly},
Title = {{Making Pono Choices: A Collaborative Approach to Developing a Culturally
   Responsive Teen Pregnancy and Sexually Transmitted Infections Prevention
   Curriculum in Hawai'i}},
Journal = {{MATERNAL AND CHILD HEALTH JOURNAL}},
Year = {{2014}},
Volume = {{18}},
Number = {{10, SI}},
Pages = {{2332-2340}},
Month = {{DEC}},
Abstract = {{The overall extent of evidence-based culturally responsive health
   education programs targeting ethnic minority groups in Hawai'i is
   limited. The few that do exist were adapted from models developed with
   other majority ethnic groups in mind and may not always be appropriate
   for Native Hawaiian or Pacific Islander youth (Okamoto et al. in J
   Alcohol Drug Educ 54(1):56-75, 2010; Helm and Baker in J Ethn Cult
   Divers Soc Work 20(2):131-149, 2011; Po'a-Kekuawela et al. in J Ethn
   Cult Divers Soc Work 18(3):242-258, 2009). The need for a culturally
   responsive, evidence-based health curriculum is clear considering the
   large disparities reported among Hawaiian youth in health, academic
   achievement, and other identified risk factors. School-based health
   interventions are an opportunity not only to improve the physical well
   being of students, but also to increase their ability to learn and
   succeed in school. The University of Hawai'i at Manoa-Center on
   Disability Studies (UH-CDS) received a highly competitive grant from the
   US Office of Adolescent Health to develop a teen pregnancy and sexually
   transmitted infection (STI) prevention curriculum for Hawai'i middle
   school youth. The authors will detail a collaborative process that led
   to a culturally responsive sexual health curriculum for middle school
   youth designed to meet the rigorous standards of an evidenced-based
   review and more importantly reduce teen pregnancies and STI
   transmission.}},
Publisher = {{SPRINGER/PLENUM PUBLISHERS}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Manaseri, H (Reprint Author), Univ Hawaii, Honolulu, HI 96822 USA.
   Manaseri, Holly; Uehara, Denise; Roberts, Kelly, Univ Hawaii, Honolulu, HI 96822 USA.}},
DOI = {{10.1007/s10995-013-1395-6}},
ISSN = {{1092-7875}},
EISSN = {{1573-6628}},
Keywords = {{Teen pregnancy; Adolescent sexual health; Health education}},
Research-Areas = {{Public, Environmental \& Occupational Health}},
Web-of-Science-Categories  = {{Public, Environmental \& Occupational Health}},
Author-Email = {{hmanaser@hawaii.edu}},
Cited-References = {{Alford S, 2003, SCI SUCCESS SEX ED O.
   {[}Anonymous], 2012, MORBIDITY MORTALITY.
   {[}Anonymous], 2010, SEX INF ED COUNC US.
   Benson P. L., 2001, INT ENCY SOCIAL BEHA.
   Brindis CD, 2005, THEORY ACTION FRAMEW.
   Hawaii State Board of Education, 2013, ABST BAS ED POL.
   Helm S, 2011, J ETHN CULT DIVERSIT, V20, P131, DOI 10.1080/15313204.2011.570125.
   Hollins E. R., 1996, CULTURE SCH LEARNING.
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   Okamoto Scott K, 2010, J Alcohol Drug Educ, V54, P56.
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   Zehr M., 2010, ED WEEK, V29, P5.}},
Number-of-Cited-References = {{24}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Matern. Child Health J.}},
Doc-Delivery-Number = {{AT2RA}},
Unique-ID = {{ISI:000344780500012}},
DA = {{2020-03-18}},
}

@article{ ISI:000345186700002,
Author = {Lin, Jin-Ding and Su, Sheng-Fang and Lin, Lan-Ping and Hsu, Shang-Wei
   and Wu, Jia-Ling and Chu, Cordia M.},
Title = {{The Roland-Morris disability scale for the assessment of non-specific
   low back pain outcomes among disability sector workers}},
Journal = {{RESEARCH IN AUTISM SPECTRUM DISORDERS}},
Year = {{2014}},
Volume = {{8}},
Number = {{12}},
Pages = {{1635-1640}},
Month = {{DEC}},
Abstract = {{Low back pain (LBP) is the most common cause of time lost from work and
   has significant personal impacts and societal burdens. Caregivers for
   patients with disabilities have a high LBP prevalence that requires
   attention in the public health system. This study aimed to understand
   the LBP disability outcomes and determinants of care workers for people
   with intellectual, autistic and associated multiple disabilities. Study
   subjects included 678 care workers in 15 disability institutions who
   reported that they had experienced acute or chronic nonspecific LBP in
   the previous year. The effects of the LBP outcome were measured by the
   Roland-Morris Disability Questionnaire (RDQ), which is a self-rated
   assessment of pain-related disability used in this study. The mean score
   of the RDQ was 3.97 (range 0-24). Of the respondents, 14\% expressed
   that they were free from pain disability (score = 0), 66.4\% subjects
   expressed they had a little pain disability (score 1-6), 14.7\% subjects
   reported that they were mildly affected by pain disability (score 7-12),
   3.8\% subjects reported that they were moderately affected by pain
   disability (score 13-18), and 1\% reported they had severe pain
   disability (score 19-24). A multiple linear regression of the pain
   disability score revealed that those care workers who expressed that LBP
   affects their work and living (p < 0.001), had ever sought pain care (p
   = 0.008), with moderate (p = 0.001) and severe (p = 0.001) levels of LBP
   were significantly associated with a higher score of pain disability
   than their counterparts (R-2 = 22.6\%). This study suggests that a
   comprehensive assessment of pain disability and treatment strategies for
   LBP should be undertaken regarding the needs of care workers in
   disability sectors. (C) 2014 Elsevier Ltd. All rights reserved.}},
Publisher = {{ELSEVIER SCI LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lin, JD (Reprint Author), Natl Def Med Ctr, Sch Publ Hlth, 161 Minquan E Rd,Sect 6, Taipei 114, Taiwan.
   Lin, Jin-Ding; Su, Sheng-Fang; Lin, Lan-Ping; Chu, Cordia M., Natl Def Med Ctr, Sch Publ Hlth, Taipei 114, Taiwan.
   Lin, Jin-Ding; Wu, Jia-Ling, Chung Hua Fdn Persons Intellectual Disabil, New Taipei City, Taiwan.
   Lin, Jin-Ding; Chu, Cordia M., Griffith Univ, Ctr Environm \& Populat Hlth, Brisbane, Qld 4111, Australia.
   Lin, Jin-Ding, Taipei Med Univ, Dept Healthcare Adm, Coll Publ Hlth \& Nutr, Taipei, Taiwan.
   Lin, Lan-Ping, Ching Kuo Inst Management \& Hlth, Dept Senior Citizen Serv Management, Keelung, Taiwan.
   Hsu, Shang-Wei, Asia Univ, Dept Healthcare Adm, Taichung, Taiwan.
   Hsu, Shang-Wei, China Med Univ, China Med Univ Hosp, Dept Med Res, Taichung, Taiwan.}},
DOI = {{10.1016/j.rasd.2014.09.005}},
ISSN = {{1750-9467}},
EISSN = {{1878-0237}},
Keywords = {{Low back pain; Roland-Morris Disability Questionnaire; Caregiver;
   Disability sector}},
Keywords-Plus = {{MULTIPLE DISABILITIES; MUSCULOSKELETAL PAIN; WORKPLACE FACTORS;
   NATURAL-HISTORY; CARE-SEEKING; CAREGIVERS; EPIDEMIOLOGY; QUESTIONNAIRE;
   IMPAIRMENTS; PREVALENCE}},
Research-Areas = {{Education \& Educational Research; Psychology; Psychiatry;
   Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Psychology, Developmental; Psychiatry;
   Rehabilitation}},
Author-Email = {{a530706@ndmctsgh.edu.tw}},
Cited-References = {{Bardak AN, 2012, J REHABIL MED, V44, P858, DOI 10.2340/16501977-1043.
   Buchman AS, 2010, ARTHRIT CARE RES, V62, P1287, DOI 10.1002/acr.20200.
   Chen M. M., 2008, CHANG GUNG NURSING, V19, P321.
   CHEN SM, 2003, {[}No title captured], V28, P324.
   Chou R, 2010, JAMA-J AM MED ASSOC, V303, P1295, DOI 10.1001/jama.2010.344.
   CUNNINGHAM LS, 1984, AM J PUBLIC HEALTH, V74, P574, DOI 10.2105/AJPH.74.6.574.
   Dunn KM, 2005, SPINE, V30, P1887, DOI 10.1097/01.brs.0000173900.46863.02.
   Hush JM, 2009, ARTHRIT RHEUM-ARTHR, V61, P124, DOI 10.1002/art.24162.
   Josephson M, 1998, SCAND J WORK ENV HEA, V24, P465, DOI 10.5271/sjweh.370.
   Joud A, 2012, ARTHRIT CARE RES, V64, P1084, DOI 10.1002/acr.21642.
   KELSEY JL, 1980, SPINE, V5, P133, DOI 10.1097/00007632-198003000-00007.
   Lin CWC, 2011, PAIN, V152, P607, DOI 10.1016/j.pain.2010.11.034.
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   Maniadakis N, 2000, PAIN, V84, P95, DOI 10.1016/S0304-3959(99)00187-6.
   Mortimer M, 2003, SCAND J PUBLIC HEALT, V31, P194, DOI 10.1080/14034940210134086.
   Raina P, 2005, PEDIATRICS, V115, pE626, DOI 10.1542/peds.2004-1689.
   Ren XS, 1998, AM J PUBLIC HEALTH, V88, P837, DOI 10.2105/AJPH.88.5.837.
   ROLAND M, 1983, SPINE, V8, P145, DOI 10.1097/00007632-198303000-00005.
   ROLAND M, 1983, SPINE, V8, P141, DOI 10.1097/00007632-198303000-00004.
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   Smeets R, 2011, ARTHRIT CARE RES, V63, pS158, DOI 10.1002/acr.20542.
   STRATFORD PW, 1994, PHYS THER, V74, P528, DOI 10.1093/ptj/74.6.528.
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   Tong HC, 2003, ARCH PEDIAT ADOL MED, V157, P1128, DOI 10.1001/archpedi.157.11.1128.
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   Yalcinkaya EY, 2010, TOP STROKE REHABIL, V17, P389, DOI 10.1310/tsr1705-389.}},
Number-of-Cited-References = {{27}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Res. Autism Spectr. Disord.}},
Doc-Delivery-Number = {{AT8MG}},
Unique-ID = {{ISI:000345186700002}},
DA = {{2020-03-18}},
}

@article{ ISI:000344680000003,
Author = {Hickman, Lisa Nichols},
Title = {{Bonhoeffer's Eighth Day: The Orders of Preservation and a Theology of
   Natural Ability}},
Journal = {{HORIZONS}},
Year = {{2014}},
Volume = {{41}},
Number = {{2}},
Pages = {{230-249}},
Month = {{DEC}},
Abstract = {{The award-winning Belgian film Le huitieme jour, about a young man with
   Down syndrome, begins with static on a television screen. This reflects
   the current state of disability study: much has been accomplished
   through the work of Nancy Eiesland, Amos Yong, and John Swinton, but
   there still is static in the conversation. Dietrich Bonhoeffer rejected
   the theological discourse of his day regarding the orders of creation
   and argued instead for the orders of preservation. This turn, in the
   area of theology and disability, means a move away from questions about
   God's creating (or not) of disability, and instead moves toward the
   preservation of life in Christ. In so doing, Bonhoeffer takes a
   surprising stance as a Protestant by drawing on natural law theology and
   points to our high calling in life on ``the eighth day.{''}}},
Publisher = {{CAMBRIDGE UNIV PRESS}},
Address = {{32 AVENUE OF THE AMERICAS, NEW YORK, NY 10013-2473 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hickman, LN (Reprint Author), Duquesne Univ, Pittsburgh, PA 15282 USA.
   Duquesne Univ, Pittsburgh, PA 15282 USA.}},
DOI = {{10.1017/hor.2014.80}},
ISSN = {{0360-9669}},
EISSN = {{2050-8557}},
Keywords = {{Dietrich Bonhoeffer; disability; orders of creation; orders of
   preservation; Nancy Eiesland}},
Research-Areas = {{Religion}},
Web-of-Science-Categories  = {{Religion}},
Cited-References = {{Ballor JJ, 2006, J RELIG, V86, P1, DOI 10.1086/497089.
   Bonhoeffer Dietrich, 1978, LIFE TOGETHER, P20.
   Bonhoeffer Dietrich, 1963, COMMUNION SAINTS, P146.
   Bonhoeffer Dietrich, 1997, CREATION FALL THEOLO, P140.
   Bonhoeffer Dietrich, 1978, CHRIST CTR, P47.
   Bonhoeffer Dietrich, 1965, NO RUSTY SWORDS LETT, V1, P161.
   Bonhoeffer Dietrich, 1995, ETHICS, P143.
   Bonhoeffer Dietrich, 2013, THEOLOGICAL ED FINKE, V14, P113.
   Burtness James, 1985, SHAPING FUTURE ETHIC, P43.
   Chopp Rebecca, 1994, FOREWORD DISABLED GO, P12.
   Hall Amy Laura, 2003, CHRISTIAN CENTURY, P32.
   Plant Stephen, 2005, STUDIES CHRISTIAN ET, V18, P71.
   Reynolds Thomas E., 2008, VULNERABLE COMMUNION, P202.
   Rooney David, 1996, REV 8 DAY VARIETY.
   Van Dormael Jaco, 1996, HUITIEME JOUR.
   Wannenwetsch Bernd, 2012, DISABILITY CHRISTIAN, P353.
   Wilder Thornton, 1967, 8 DAY, P16.}},
Number-of-Cited-References = {{17}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Horizons}},
Doc-Delivery-Number = {{AT1FY}},
Unique-ID = {{ISI:000344680000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000344409600013,
Author = {Malhotra, Ravi},
Title = {{Righting Educational Wrongs: Disability Studies in Law and Education.}},
Journal = {{LAW \& SOCIETY REVIEW}},
Year = {{2014}},
Volume = {{48}},
Number = {{4}},
Pages = {{986-989}},
Month = {{DEC}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Malhotra, R (Reprint Author), Univ Ottawa, Common Law Sect, Fac Law, Ottawa, ON K1N 6N5, Canada.
   Malhotra, Ravi, Univ Ottawa, Common Law Sect, Fac Law, Ottawa, ON K1N 6N5, Canada.}},
DOI = {{10.1111/lasr.12114}},
ISSN = {{0023-9216}},
EISSN = {{1540-5893}},
Research-Areas = {{Government \& Law; Sociology}},
Web-of-Science-Categories  = {{Law; Sociology}},
Cited-References = {{COVER RM, 1986, YALE LAW J, V95, P1601, DOI 10.2307/796468.
   Engel David M., 2002, RIGHTS INCLUSION LAW.
   Hill Herbert, 1998, NEW POLIT, V7, P82.
   Jones M., 1999, DISABILITY DIVERS AB.
   Kanter A.S, 2013, RIGHTING ED WRONGS D.
   Malhotra R., 2014, EXPLORING DISABILITY.
   Nussbaum Martha, 2006, FRONTIERS JUSTICE DI.
   Pothier Dianne, 2006, CRITICAL DISABILITY.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Law Soc. Rev.}},
Doc-Delivery-Number = {{AS7AH}},
Unique-ID = {{ISI:000344409600013}},
DA = {{2020-03-18}},
}

@article{ ISI:000209583900009,
Author = {Marr, Matthew J.},
Title = {{Disability Studies and Spanish Culture: Films, Novels, the Comic and the
   Public Exhibition}},
Journal = {{HISPANIC REVIEW}},
Year = {{2014}},
Volume = {{82}},
Number = {{1}},
Pages = {{122-125}},
Month = {{WIN}},
Publisher = {{UNIV PENNSYLVANIA PRESS}},
Address = {{3905 SPRUCE STREET, PHILADELPHIA, PA 19104-4112 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Marr, MJ (Reprint Author), Penn State Univ, University Pk, PA 16802 USA.
   Marr, Matthew J., Penn State Univ, University Pk, PA 16802 USA.}},
DOI = {{10.1353/hir.2014.0002}},
ISSN = {{0018-2176}},
EISSN = {{1553-0639}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature, Romance}},
Cited-References = {{Fraser Benjamin, 2013, DISABILITY STUDIES S.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Hisp. Rev.}},
Doc-Delivery-Number = {{V41ZK}},
Unique-ID = {{ISI:000209583900009}},
DA = {{2020-03-18}},
}

@article{ ISI:000329531200005,
Author = {Wanzek, Jeanne and Al Otaiba, Stephanie and Petscher, Yaacov},
Title = {{Oral Reading Fluency Development for Children With Emotional Disturbance
   or Learning Disabilities}},
Journal = {{EXCEPTIONAL CHILDREN}},
Year = {{2014}},
Volume = {{80}},
Number = {{2}},
Pages = {{187-204}},
Month = {{WIN}},
Abstract = {{This study used a large statewide database to examine the oral reading
   fluency development of second- and third-grade students with emotional
   disturbance or learning disabilities and their general education peers.
   Oral reading fluency measures were administered to 185,367 students
   without disabilities (general education), 2,146 students identified with
   an emotional disturbance, and 10,339 students with a learning
   disability. Student status and growth trends were examined in a
   piecewise model at each grade level for the All sample as well as for a
   subsample with reading difficulties. Data suggested students with
   disabilities performed significantly below students without disabilities
   in initial status and growth. The authors also examined gender as a
   moderator of outcomes for each of the study groups.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wanzek, J (Reprint Author), Florida State Univ, FCRR, 1107 W Call St,POB 306-4304, Tallahassee, FL 32306 USA.
   Wanzek, Jeanne; Petscher, Yaacov, Florida State Univ, FCRR, Tallahassee, FL 32306 USA.
   Wanzek, Jeanne, Florida State Univ, Sch Teacher Educ, Tallahassee, FL 32306 USA.
   Al Otaiba, Stephanie, So Methodist Univ, Dept Teaching \& Learning, Dallas, TX 75275 USA.}},
DOI = {{10.1177/001440291408000204}},
ISSN = {{0014-4029}},
EISSN = {{2163-5560}},
Keywords-Plus = {{CURRICULUM-BASED MEASUREMENT; STUDENTS; GROWTH; ACHIEVEMENT;
   TRAJECTORIES; METAANALYSIS; INSTRUCTION; RISK}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{jwanzek@fcrr.org}},
ORCID-Numbers = {{Petscher, Yaacov/0000-0001-8858-3498}},
Funding-Acknowledgement = {{NICHD NIH HHSUnited States Department of Health \& Human
   ServicesNational Institutes of Health (NIH) - USANIH Eunice Kennedy
   Shriver National Institute of Child Health \& Human Development (NICHD)
   {[}P50 HD052120, R03 HD060758]}},
Cited-References = {{Al Otaiba S, 2009, J EDUC PSYCHOL, V101, P315, DOI 10.1037/a0014698.
   Alliance for Excellent Education, 2002, EVEIY CHILD S GRADUA.
   Anderson JA, 2001, J EMOT BEHAV DISORD, V9, P106, DOI 10.1177/106342660100900205.
   Baker SK, 2008, SCHOOL PSYCHOL REV, V37, P18.
   Benner GJ, 2010, BEHAV DISORDERS, V35, P86, DOI 10.1177/019874291003500202.
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   Phillips LM, 2002, J EDUC PSYCHOL, V94, P3, DOI 10.1037//0022-0663.94.1.3.
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   Wei X, 2011, EXCEPT CHILDREN, V78, P89, DOI 10.1177/001440291107800106.
   Wheldall K, 2010, J LEARN DISABIL-US, V43, P418, DOI 10.1177/0022219409355477.}},
Number-of-Cited-References = {{40}},
Times-Cited = {{16}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{90}},
Journal-ISO = {{Except. Child.}},
Doc-Delivery-Number = {{287GY}},
Unique-ID = {{ISI:000329531200005}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000344845500005,
Author = {Barrett, Timothy},
Title = {{De-individualising autobiography: a reconsideration of the role of
   autobiographical life writing within disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{10}},
Pages = {{1569-1582}},
Month = {{NOV 26}},
Abstract = {{This article pursues a reconsideration of the role of autobiographical
   life writing within the context of disability studies. I respond to
   concerns that this genre tends toward a problematic and politically
   limiting individualism that undermines the consideration of disability
   as a social phenomenon, reproduces the depiction of disabled people as
   isolated outcasts, and replicates the meritocratic myths of personal
   achievement that dominate contemporary western capitalism. While not
   rejecting these concerns in their entirety, I attempt to develop a
   particular set of reading practices that may be productively employed to
   strategically work against the individualising tendencies of
   autobiographical life writing. These strategies include a commitment to
   seeing the realm of the `private' as social, reading
   auto/biographically, and seeking to deconstruct the narrative myth of
   the liberal humanist `choosing' subject. In conclusion, I offer a brief
   discussion of the particular ethical and methodological opportunities
   created by the greater consideration of these texts within disability
   studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Barrett, T (Reprint Author), Monash Univ, Dept Sociol, Melbourne, Vic 3004, Australia.
   Monash Univ, Dept Sociol, Melbourne, Vic 3004, Australia.}},
DOI = {{10.1080/09687599.2014.958435}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{isolation; autobiography; individualism; meritocracy; private sphere;
   narrative methodology}},
Keywords-Plus = {{ILLNESS; STORIES; SELF}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{tbar0660@uni.sydney.edu.au}},
Cited-References = {{Ang I., 1982, WATCHING DALLAS SOAP.
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   Znaniecki Florian, 1918, POLISH PEASANT EUROP.}},
Number-of-Cited-References = {{62}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AT3PD}},
Unique-ID = {{ISI:000344845500005}},
DA = {{2020-03-18}},
}

@article{ ISI:000344845500008,
Author = {Curran, Tillie and Runswick-Cole, Katherine},
Title = {{Disabled children's childhood studies: a distinct approach?}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{10}},
Pages = {{1617-1630}},
Month = {{NOV 26}},
Abstract = {{This paper suggests that the emergence of disabled children's childhood
   studies as an area of study offers a distinct approach to inquiry; it
   represents a significant shift away from the long-standing deficit
   discourses of disabled childhoods that have dominated western culture
   and its reaches. On the one hand, contemporary childhood studies contest
   normative, Eurocentric mantras around the `standard child'; while on the
   other, disability studies critique the medical discourses and the scope
   of its authority. However, while drawing on these two approaches,
   disabled children's childhood studies provide more than this combined
   critique. In disabled children's childhood studies, disabled children
   are not viewed as necessarily having problems or being problems, but as
   having childhoods.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Runswick-Cole, K (Reprint Author), Manchester Metropolitan Univ, Res Inst Hlth \& Social Change, Manchester M15 6BH, Lancs, England.
   Curran, Tillie, Univ W England, Bristol BS16 1QY, Avon, England.
   Runswick-Cole, Katherine, Manchester Metropolitan Univ, Res Inst Hlth \& Social Change, Manchester M15 6BH, Lancs, England.}},
DOI = {{10.1080/09687599.2014.966187}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability; norms; childhood; children}},
Keywords-Plus = {{EXPERIENCES; FRAMEWORK; LIVES}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{k.runswick-cole@mmu.ac.uk}},
ORCID-Numbers = {{Curran, Tillie/0000-0002-8938-2660
   Runswick-Cole, Katherine/0000-0001-9658-9718}},
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   Tregaskis C, 2004, CONSTRUCTIONS DISABI, DOI {[}10.4324/9780203299517, DOI 10.4324/9780203299517].
   Tremain S, 2006, DISABILITY STUDIES R, P185.
   Tyrie B, 2013, DISABLED CHILDRENS C, P10.
   Tyrie S., 2013, DISABLED CHILDRENS C, P3.
   UN (United Nations), 1989, CONV RIGHTS CHILD UN.
   Watson N, 2012, CHILD SOC, V26, P192, DOI 10.1111/j.1099-0860.2012.00432.x.
   Wells K., 2009, CHILDHOOD GLOBAL PER.}},
Number-of-Cited-References = {{70}},
Times-Cited = {{21}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AT3PD}},
Unique-ID = {{ISI:000344845500008}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000344845500015,
Author = {Sherry, Mark},
Title = {{Introducing disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{10}},
Pages = {{1683-1687}},
Month = {{NOV 26}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Sherry, M (Reprint Author), Univ Toledo, Dept Sociol \& Anthropol, 2801 W Bancroft St, Toledo, OH 43606 USA.
   Sherry, Mark, Univ Toledo, Dept Sociol \& Anthropol, Toledo, OH 43606 USA.}},
DOI = {{10.1080/09687599.2014.939846}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{markdsherry@yahoo.com}},
ResearcherID-Numbers = {{Sherry, Mark D/A-2582-2008}},
ORCID-Numbers = {{Sherry, Mark D/0000-0002-5825-0833}},
Cited-References = {{Wappett M, 2013, FDN DISABILITY STUDI.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AT3PD}},
Unique-ID = {{ISI:000344845500015}},
DA = {{2020-03-18}},
}

@article{ ISI:000344845500014,
Author = {Sherry, Mark},
Title = {{Emerging perspectives on disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{10}},
Pages = {{1683-1687}},
Month = {{NOV 26}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Sherry, M (Reprint Author), Univ Toledo, Dept Sociol \& Anthropol, 2801 W Bancroft St, Toledo, OH 43606 USA.
   Sherry, Mark, Univ Toledo, Dept Sociol \& Anthropol, Toledo, OH 43606 USA.}},
DOI = {{10.1080/09687599.2014.939845}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{markdsherry@yahoo.com}},
ResearcherID-Numbers = {{Sherry, Mark D/A-2582-2008}},
ORCID-Numbers = {{Sherry, Mark D/0000-0002-5825-0833}},
Cited-References = {{Wappett M, 2013, EMERGING PERSPECTIVE.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AT3PD}},
Unique-ID = {{ISI:000344845500014}},
DA = {{2020-03-18}},
}

@article{ ISI:000344558500028,
Author = {Reaume, Geoffrey},
Title = {{Understanding critical disability studies}},
Journal = {{CANADIAN MEDICAL ASSOCIATION JOURNAL}},
Year = {{2014}},
Volume = {{186}},
Number = {{16}},
Pages = {{1248-1249}},
Month = {{NOV 4}},
Publisher = {{CMA-CANADIAN MEDICAL ASSOC}},
Address = {{1867 ALTA VISTA DR, OTTAWA, ONTARIO K1G 5W8, CANADA}},
Type = {{Editorial Material}},
Language = {{English}},
Affiliation = {{Reaume, G (Reprint Author), York Univ, Toronto, ON M3J 2R7, Canada.
   York Univ, Toronto, ON M3J 2R7, Canada.}},
DOI = {{10.1503/cmaj.141236}},
ISSN = {{0820-3946}},
EISSN = {{1488-2329}},
Research-Areas = {{General \& Internal Medicine}},
Web-of-Science-Categories  = {{Medicine, General \& Internal}},
Number-of-Cited-References = {{0}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Can. Med. Assoc. J.}},
Doc-Delivery-Number = {{AS9JG}},
Unique-ID = {{ISI:000344558500028}},
OA = {{Green Published, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000345368300010,
Author = {Davies, Helen},
Title = {{Uncomfortable Connections? Conjoined Sisterhood in Contemporary Women's
   Writing}},
Journal = {{CONTEMPORARY WOMENS WRITING}},
Year = {{2014}},
Volume = {{8}},
Number = {{3}},
Pages = {{409-427}},
Month = {{NOV}},
Abstract = {{The concept of ``sisterhood{''} has been a compelling trope for thinking
   about bonds between women in feminist politics. However, it has also
   generated fierce debate, receiving criticism for idealizing familial
   bonds and installing an illusory equality between women of different
   races, sexualities, and bodies. This article explores the representation
   of conjoined twin sisters in two novels by contemporary women writers:
   Sarah Rayne's A Dark Dividing (2004) and Lori Lansens's The Girls
   (2005). Engaging with the ways in which disability studies have
   criticized the use of metaphors of extraordinary bodies in feminist
   theory, I argue that the motif of conjoinment in these texts provides a
   lens through which to discuss several key issues of feminist disability
   studies: the possibilities of thinking beyond a ``minoritizing{''} view
   of disability; the regulatory discourses of medicine and
   heterosexuality; the potential - and perils - of using conjoined
   sisterhood as a metaphor.}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Davies, H (Reprint Author), Univ Teesside, Middlesbrough, Cleveland, England.
   Univ Teesside, Middlesbrough, Cleveland, England.}},
DOI = {{10.1093/cww/vpu011}},
ISSN = {{1754-1476}},
EISSN = {{1754-1484}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Author-Email = {{helen.davies@tees.ac.uk}},
Cited-References = {{Adams Rachel, 2001, SIDESHOW US FREAKS A.
   AngLygate M, 1997, DESPERATELY SEEKING SISTERHOOD: STILL CHALLENGING AND BUILDING, P1.
   Butler Judith, 1999, GENDER TROUBLE FEMIN.
   Clark David L., FREAKERY, P338.
   DeNooy J, 2005, TWINS IN CONTEMPORARY LITERATURE AND CULTURE: LOOK TWICE, P1, DOI 10.1057/9780230286863.
   DREGER AD, 2004, ONE US CONJOINED TWI.
   Durbach Nadja, 2010, SPECTACLES DEFORMITY.
   FREUD S, 2003, UNCANNY.
   Garland-Thomson Rosemarie, 1996, FREAKERY CULTURAL SP.
   Garland-Thomson Rosemarie, FREAKERY, P1.
   Garland-Thomson Rosemarie., 1997, EXTRAORDINARY BODIES.
   Genz Stephanie, 2009, POSTFEMINISM CULTURA.
   Grosz Elizabeth, FREAKERY, P55.
   Hall Kim Q., FEMINIST DISABILITY, P1.
   Hall KQ, 2011, FEMINIST DISABILITY.
   hooks bell, 1987, AINT L WOMAN BLACK W.
   Lamp Sharon, FEMINIST DISABILITY, P175.
   Lansens Lori, 2005, GIRLS NOVEL.
   Lorde A., 1984, SISTER OUTSIDER ESSA.
   McRobbie Angela, 2009, AFTERMATH FEMINISM G.
   Miller Karl, 1985, DOUBLES STUDIES LIT.
   Mitchell David T., 2000, NARRATIVE PROSTHESIS.
   Morgan Robin, 1970, SISTERHOOD IS POWERF, Vxiii-xli.
   Myler K, 2011, RICHARD \& JUDY BOOK CLUB READER: POPULAR TEXTS AND THE PRACTICES OF READING, P85.
   Ostrov Weisser Susan, 1994, FEMINIST NIGHTMARES, P1.
   Pingree Allison, FREAKERY, P173.
   Rayne Sarah, 2004, DARK DIVIDING.
   RICH A, 1980, SIGNS, V5, P631, DOI 10.1086/493756.
   Russo Mary, 1994, FEMALE GROTESQUE RIS.
   Samuels Ellen, FEMINIST DISABILITY, P48.
   Showalter E., 1992, SEXUAL ANARCHY GENDE.
   Stulman Dennet Andrea, FREAKERY, P315.
   Tasker Y., 2007, INTERROGATING POSTFE, P1, DOI DOI 10.1215/9780822390411.
   Thomson Rosemarie Garland, 2006, DISABILITY STUDIES R, P257.
   Wallace Irving, 1978, THE 2.
   Wendell S, 1996, REJECTED BODY FEMINI.
   Wolf N., 1990, BEAUTY MYTH.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Contemp. Womens Writ.}},
Doc-Delivery-Number = {{AU1GF}},
Unique-ID = {{ISI:000345368300010}},
DA = {{2020-03-18}},
}

@article{ ISI:000342139200005,
Author = {Sheridan, Lynnaire and Kotevski, Suzanne},
Title = {{University teaching with a disability: student learnings beyond the
   curriculum}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2014}},
Volume = {{18}},
Number = {{11}},
Pages = {{1162-1171}},
Month = {{NOV}},
Abstract = {{This research examines the learning experience of university students
   who were tutored by a teacher with quadriplegia mixed type cerebral
   palsy. It was inspired by Pritchard's {[}2010. ``Disabled People as
   Culturally Relevant Teachers.{''} Journal of Social Inclusion 1 (1):
   43-51] argument that the presence of people with a disability in the
   classroom is important as these teachers deliver both content and
   generate `other' learnings. This study examines what was different about
   the learning experience and what additional learnings may have occurred
   because of the students' interaction with a tutor with a disability. It
   begins to explore what educational scaffolding may be needed to
   facilitate and maximise student learning in this scenario both in the
   classroom and online learning environment with a tutor with a disability
   affecting physical movement and verbal communication. It seeks to
   advocate for the potential role of people with a disability in academia.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sheridan, L (Reprint Author), Univ Wollongong, Fac Business, Sch Management \& Mkt, POB 2055, Tarrawanna, NSW 2518, Australia.
   Sheridan, Lynnaire; Kotevski, Suzanne, Univ Wollongong, Fac Business, Sch Management \& Mkt, Tarrawanna, NSW 2518, Australia.}},
DOI = {{10.1080/13603116.2014.881567}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{quadriplegia mixed type cerebral palsy; disability; higher education;
   blended learning}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{lynnaire@uow.edu.au}},
ResearcherID-Numbers = {{Sheridan, Lynnaire M/A-4604-2013}},
ORCID-Numbers = {{Sheridan, Lynnaire M/0000-0003-0649-5676}},
Cited-References = {{Anderson RC, 2006, REV EDUC PEDAGOG CUL, V28, P367, DOI 10.1080/10714410600873258.
   Buckley J., 1997, Computers and Composition, V14, P179, DOI 10.1016/S8755-4615(97)90019-0.
   Campbell FAK, 2009, INT J INCLUSIVE EDUC, V13, P713, DOI 10.1080/13603110903046002.
   Connor D. J., 2009, DIVERSITY MULTICULTU, P341.
   Gordon BO, 2001, DISABIL SOC, V16, P5, DOI 10.1080/713662032.
   Hayashi R, 2011, J SOC WORK DISABIL R, V10, P36, DOI 10.1080/1536710X.2011.546300.
   Pritchard G, 2010, J SOC INCL, V1, P43, DOI 10.36251/josi.4.
   Shannon CD, 2009, J REHABIL, V75, P11.}},
Number-of-Cited-References = {{8}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{35}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{AP5SO}},
Unique-ID = {{ISI:000342139200005}},
DA = {{2020-03-18}},
}

@article{ ISI:000342514200004,
Author = {Hutcheon, Emily and Lashewicz, Bonnie},
Title = {{Theorizing resilience: critiquing and unbounding a marginalizing concept}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{9}},
Pages = {{1383-1397}},
Month = {{OCT 21}},
Abstract = {{This paper provides an account of prevailing conceptualizations of
   resilience (namely, social-psychological/ecological definitions of
   resilience) and critiques them using a disability studies approach. We
   argue that, to date, the concept of resilience is overly prescriptive
   and constrained by hegemony, positivism, and ability-centrism. When
   unbounded, resilience may more robustly reflect the complexities of
   relationships and life processes of those deemed `impaired', and may
   allow scholars to further interrogate related concepts of `risk',
   `vulnerability', and `disability'. We conclude that individuals deemed
   `impaired' are marginalized by current definitions of resilience. We
   point to the value of conceptualizations that incorporate a
   constructionist orientation and a critical account of risk and
   vulnerability, and which avoid competency-centrism or ability-centrism.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hutcheon, E (Reprint Author), Univ Calgary, Calgary, AB, Canada.
   Hutcheon, Emily; Lashewicz, Bonnie, Univ Calgary, Calgary, AB, Canada.}},
DOI = {{10.1080/09687599.2014.934954}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{ability diversity; risk; vulnerability; resilience}},
Keywords-Plus = {{CHILDREN; DISABILITY; VULNERABILITY; STUDENTS; RISK; FRAMEWORK; ABLEISM;
   SYSTEMS; POLICY}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{ejhutche@ucalgary.ca}},
Cited-References = {{Bankoff G, 2001, DISASTERS, V25, P19, DOI 10.1111/1467-7717.00159.
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   Carlson DJ, 2001, DEV VALIDATION COLL.
   CHAMBERS R, 1989, IDS BULL-I DEV STUD, V20, P1, DOI 10.1111/j.1759-5436.1989.mp20002001.x.
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   Ungar M, 2004, YOUTH SOC, V35, P341, DOI 10.1177/0044118X03257030.
   Ungar M., 2003, QUALITATIVE SOCIAL W, V2, P85, DOI {[}DOI 10.1177/1473325003002001123, 10.1177/1473325003002001123].
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   Ungar M, 2008, BRIT J SOC WORK, V38, P218, DOI 10.1093/bjsw/bc1343.
   Waller M. A., 2003, J SOCIOLOGY SOCIAL W, V30, P79.
   Walsh F, 2002, FAM RELAT, V51, P130, DOI 10.1111/j.1741-3729.2002.00130.x.
   Walsh F, 1996, FAM PROCESS, V35, P261, DOI 10.1111/j.1545-5300.1996.00261.x.
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   Young A, 2008, DEAF EDUC INT, V10, P40, DOI 10.1002/dei.234.}},
Number-of-Cited-References = {{71}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AQ1AQ}},
Unique-ID = {{ISI:000342514200004}},
DA = {{2020-03-18}},
}

@article{ ISI:000342514200009,
Author = {Altermark, Niklas},
Title = {{The ideology of neuroscience and intellectual disability: reconstituting
   the `disordered' brain}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{9}},
Pages = {{1460-1472}},
Month = {{OCT 21}},
Abstract = {{During the last two or three decades, neuroscience has changed how we
   understand brain functioning. This shift, which is re-conceptualizing
   the relationship between the materiality of the brain and consciousness,
   is bound to have implications for intellectual disability, which is
   commonly seen as a condition of the brain. At present, examinations of
   intellectual disability that deploy techniques and concepts from
   neuroscience constitute a growing research field that has been welcomed
   in some quarters of the disability research community. The purpose of
   this article is to urge for caution as regards this development. I argue
   that the neuroscience of intellectual disability is embodying
   ideological propositions that need to be problematized. By theorizing
   the relationship between biology and politics and examining
   neuroscientific publications on intellectual disability, I argue that
   this strand of research is underpinned by a discursive division between
   normal and pathological, that it therefore constitutes a continuation of
   understanding intellectual disability as a `disorder' and that any firm
   separation between the `nature' of intellectual disability and processes
   of power is inherently problematic. To be able to critically approach
   the neuroscience of intellectual disability, it is vital that disability
   researchers problematize the relationship between biology and politics.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Altermark, N (Reprint Author), Lund Univ, Dept Polit Sci, Lund, Sweden.
   Lund Univ, Dept Polit Sci, Lund, Sweden.}},
DOI = {{10.1080/09687599.2014.953244}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{bio-politics; intellectual disability; neuroscience; disability studies}},
Keywords-Plus = {{TRANSLATION; CHALLENGES}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{niklas.altermark@svet.lu.se}},
Cited-References = {{Acharya K, 2011, DEV DISABIL RES REV, V17, P1, DOI 10.1002/ddrr.130.
   Troca-Marin JA, 2012, PROG NEUROBIOL, V96, P268, DOI 10.1016/j.pneurobio.2012.01.005.
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Number-of-Cited-References = {{43}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AQ1AQ}},
Unique-ID = {{ISI:000342514200009}},
DA = {{2020-03-18}},
}

@article{ ISI:000345616300007,
Author = {Ellcessor, Elizabeth},
Title = {{: Web Accessibility Myths as Negotiated Industrial Lore}},
Journal = {{CRITICAL STUDIES IN MEDIA COMMUNICATION}},
Year = {{2014}},
Volume = {{31}},
Number = {{5}},
Pages = {{448-463}},
Month = {{OCT 20}},
Abstract = {{Web content accessibility, the practices by which web content is made
   usable by people with a variety of disabilities, is growing in
   importance and visibility. Currently, however, there are few formalized
   paths for accessibility training, leading many professionals to
   self-educate using textbooks, websites, and social media, which exert
   significant power over the meanings and practices of accessibility.
   In this paper, I analyze over 40 web references published between 1997
   and 2012, and focus particularly on the genre of the ``web accessibility
   myth list,{''} in which authors list misconceptions about accessibility
   and debunk them. These myth lists exert productive power within the
   industry and serve as a space of contestation. Myth lists encourage the
   production of professionalized, neoliberal worker identities, create
   community by reinforcing accessibility's historically oppositional
   relationship to web design, and promote conflicting ideologies of
   disability. Ultimately, study of this professional community indicates
   that industry studies can reveal the contexts not only of media texts,
   but of the conditions of media access itself.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ellcessor, E (Reprint Author), Indiana Univ, Dept Commun \& Culture, 800 E Third St, Bloomington, IN 47405 USA.
   Indiana Univ, Dept Commun \& Culture, Bloomington, IN 47405 USA.}},
DOI = {{10.1080/15295036.2014.919660}},
ISSN = {{1529-5036}},
EISSN = {{1479-5809}},
Keywords = {{Internet History; Accessibility; Disability Studies; Critical Media
   Industry Studies}},
Keywords-Plus = {{DISCOURSES}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Author-Email = {{eellcess@indiana.edu}},
Cited-References = {{A List Apart, 2012, FIND A LIST APART SU.
   Adam A, 2009, INFORM COMMUN SOC, V12, P1041, DOI 10.1080/13691180802552940.
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   Ellcessor E, 2012, THESIS U WISCONSIN M.
   Ellcessor E, 2012, TELEV NEW MEDIA, V13, P329, DOI 10.1177/1527476411425251.
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   Farrelly G., 2011, TECHNOLOGY DISABILIT, V23, P223, DOI DOI 10.3233/TAD-2011-0329.
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   Hackett S, 2005, INTERNET RES, V15, P281, DOI 10.1108/10662240510602690.
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   Jaeger P., 2008, J DISABIL STUD, V19, P24, DOI DOI 10.1177/1044207308315274.
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   Lawson B., 2006, WEB ACCESSIBILITY WE, pxxv.
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   May M., 2008, UNIVERSAL DESIGN WEB.
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   NIEDERST J, 1999, WEB DESIGN NUTSHELL.
   Nielsen J, 1999, DESIGNING WEB USABIL.
   Paciello M., 2000, WEB ACCESSIBILITY PE.
   Perren A, 2004, J FILM VIDEO, V56, P18.
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   Quinn L., 2006, ACCESSIBILITY MYTHS.
   RATNER J, 2003, HUMAN FACTORS WEB DE.
   Ross A., 2004, NO COLLAR HUMANE WOR.
   Scholz T., 2012, DIGITAL LABOR INTERN.
   Slatin J., 2003, MAXIMUM ACCESSIBILIT.
   SPAINHOUR S, 1999, WEBMASTER NUTSHELL.
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   WATERS C., 1997, UNIVERSAL WEB DESIGN.
   Web accessibility myths, 2009, RNIBSUPPORTING BLIND.
   Zeldman J., 2000, HAVE ALL DESIGNERS G.}},
Number-of-Cited-References = {{58}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Crit. Stud. Media Comm.}},
Doc-Delivery-Number = {{AU4ZH}},
Unique-ID = {{ISI:000345616300007}},
DA = {{2020-03-18}},
}

@article{ ISI:000346190600008,
Author = {Pope, H. Lavar},
Title = {{Hyphy Rap Music, Cooptation, and Black Fanatics in Oakland, CA
   (1994-2010)}},
Journal = {{SOULS}},
Year = {{2014}},
Volume = {{16}},
Number = {{3-4, SI}},
Pages = {{242-268}},
Month = {{OCT 2}},
Abstract = {{This article applies Richard Iton's concept of the ``the Black
   Fantastic{''} to the Oakland, CA rap music scene from 1994-2010. I argue
   that the political content from this scene was part of an evolutionary
   colonial discourse and a reaction to the commercialization of rap music.
   In particular, my finding is that this local discourse was in response
   to hyper-militarization during the 1970s and 1980s and the co-optation
   of local rap's subaltern discourse elements in the 1990s and early
   2000s. This produced a ``black fanatic{''}-both the population making
   the music and the population participating in the shows, consumption of
   goods, and the subversive street activities. This finding, however, adds
   complexities to the conception of a ``post-colonial{''} and
   ``post-racial{''} discourse in Iton's analysis. In addition, my
   investigation uses deep description of the political content of the
   hyphy subculture to correct the existing research location of the
   subculture in identity formation studies and disabilities studies.
   Instead, I hold that the political power exhibited by hyphy rappers was
   the power to ``act{''} crazy and should be considered in the same vein
   as Malcolm X's attempt to thwart the military draft and other cases of
   ``liberal disillusionment{''} by black representatives.}},
Publisher = {{TAYLOR \& FRANCIS INC}},
Address = {{530 WALNUT STREET, STE 850, PHILADELPHIA, PA 19106 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pope, HL (Reprint Author), Ohio Univ, Athens, OH 45701 USA.}},
DOI = {{10.1080/10999949.2014.970471}},
ISSN = {{1099-9949}},
EISSN = {{1548-3843}},
Keywords = {{hyphy; Richard iton; black arts; California; rap music; hip-hop culture;
   Oakland; cointelpro; Black Panther Party for Self Defense}},
Research-Areas = {{Ethnic Studies}},
Web-of-Science-Categories  = {{Ethnic Studies}},
ResearcherID-Numbers = {{Pope, H. Lavar/K-6765-2012
   Pope, H. Lavar/P-8043-2019}},
ORCID-Numbers = {{Pope, H. Lavar/0000-0002-5118-7683
   }},
Cited-References = {{2Pac, 1991, 2PACALYPSE NOW.
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   Nickatina Andre, 2000, THE DAIQUIRI FACTORY, V2.
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   Nickatina Andre, 2005, GUN MOUTH 4 HIRE HOR.
   Nickatina Andre, 1982, THE MESSAGE VLS.
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   Smith K., 2013, NEW YORK POST.
   Smith K., 2013, FORBES.
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   Wacquant Loic, 2005, THE URBAN SOCIOLOGY.
   Wacquant Loic, 2008, THESIS ELEVEN, V94.
   Walter Shoshana, 2010, NYTIMES.
   Wang Oliver, 2003, CLASSIC MATERIAL THE, P26.
   Wollan Malia, 2010, NYTIMES.
   Young Christopher J., 2009, SOCIETY FOR AMERICAN, V38.
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   Yukmouth, 2010, MILLION DOLLAR MOUTH.
   Zamora Jim, 2005, SFGATE SAN FRANCISCO.
   Zion I\& Grouch, 2006, HEROES IN THE CITY O.}},
Number-of-Cited-References = {{100}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Souls}},
Doc-Delivery-Number = {{AW3MK}},
Unique-ID = {{ISI:000346190600008}},
DA = {{2020-03-18}},
}

@article{ ISI:000346768300002,
Author = {Penketh, Claire},
Title = {{Putting Disability Studies to Work in Art Education}},
Journal = {{INTERNATIONAL JOURNAL OF ART \& DESIGN EDUCATION}},
Year = {{2014}},
Volume = {{33}},
Number = {{3, SI}},
Pages = {{291-300}},
Month = {{OCT}},
Abstract = {{Putting disability studies to work in art education suggests a form of
   action or industry, a creative opportunity for something to be done,
   recognising the relationship between theory and practice. Drawing on
   discourse analysis, this article offers an initial theoretical
   discussion of some of the ways in which disability is revealed and
   created through discourses about art education in articles published
   over the last 30 years in iJADE. This article proposes that the lens of
   critical social pedagogies applied to work relating to gender, race and
   class should be extended to disability in order to promote critical
   engagement through art education rather than critical avoidance. Drawing
   on Elliot Eisner's six lessons in what can be learnt from the arts, the
   article concludes by recognising the importance of art education as a
   means of epistemic validation, where different ways of being in the
   world are valued. Art education and arts practice offer a means of
   valuing and expressing the dynamic difference of what it means to be
   human'. The article argues that the combination of disability studies
   and art education can, therefore, be a force to be reckoned with.}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Penketh, C (Reprint Author), Liverpool Hope Univ, Hope Pk, Liverpool L16 9JD, Merseyside, England.
   Liverpool Hope Univ, Liverpool L16 9JD, Merseyside, England.}},
DOI = {{10.1111/jade.12052}},
ISSN = {{1476-8062}},
EISSN = {{1476-8070}},
Keywords = {{disability; disability arts; Eisner; art education; disability studies}},
Research-Areas = {{Art; Education \& Educational Research}},
Web-of-Science-Categories  = {{Art; Education \& Educational Research}},
Author-Email = {{penketc@hope.ac.uk}},
ORCID-Numbers = {{Penketh, Claire/0000-0002-1277-6477}},
Number-of-Cited-References = {{0}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{11}},
Journal-ISO = {{Int. J. Art Des. Educ.}},
Doc-Delivery-Number = {{AX2JB}},
Unique-ID = {{ISI:000346768300002}},
OA = {{Green Accepted}},
DA = {{2020-03-18}},
}

@article{ ISI:000342628800011,
Author = {Vandekinderen, Caroline and Roets, Griet and Van Hove, Geert},
Title = {{Untangling the Nonrecyclable Citizen: A Critical Reconceptualization of
   Responsibility in Recovery}},
Journal = {{QUALITATIVE HEALTH RESEARCH}},
Year = {{2014}},
Volume = {{24}},
Number = {{10, SI}},
Pages = {{1418-1430}},
Month = {{OCT}},
Abstract = {{Over the last decades, international research, policy, and practice in
   the field of mental health care and a complementary variety of social
   work and social service delivery methods have been focused on recovery
   as a dominant concept. Emphasizing the service user's responsibility
   appears to be a central component in the empowering process of recovery.
   Using a critical disability studies perspective, we aimed to untangle
   the relationship between the individual citizen with mental health
   problems and the society in which the recovery discourse operates in
   Belgium. In this article we explore the social dynamics in the unique
   life story of Jimmy Sax and analyze a diversity of discourses and
   practices that turned him into a nonrecyclable citizen. While exploring
   the different modes through which Jimmy's subjectivity was transformed
   throughout the course of his life, we expose the convoluted nature of
   the recovery paradigm, which leads to a reconceptualization of the
   notion of responsibility in recovery.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vandekinderen, C (Reprint Author), Univ Ghent, Dept Social Welf Studies, FPPW, Henri Dunantlaan 2, B-9000 Ghent, Belgium.
   Vandekinderen, Caroline; Roets, Griet, Univ Ghent, Dept Social Welf Studies, B-9000 Ghent, Belgium.
   Roets, Griet, Univ Ghent, Flemish Fund Sci Res, B-9000 Ghent, Belgium.
   Van Hove, Geert, Univ Ghent, Dept Special Educ, B-9000 Ghent, Belgium.}},
DOI = {{10.1177/1049732314547707}},
ISSN = {{1049-7323}},
EISSN = {{1552-7557}},
Keywords = {{caregivers; caregiving; complexity; marginalized populations; mental
   health and illness; psychiatry; recovery}},
Keywords-Plus = {{MENTAL-HEALTH PROBLEMS; SOCIAL-WORK; DISABILITY; NARRATIVES; EMPLOYMENT;
   MODEL; SELF}},
Research-Areas = {{Information Science \& Library Science; Social Sciences - Other Topics;
   Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Information Science \& Library Science; Social Sciences,
   Interdisciplinary; Social Sciences, Biomedical}},
Author-Email = {{caroline.vandekinderen@ugent.be}},
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Number-of-Cited-References = {{45}},
Times-Cited = {{2}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Qual. Health Res.}},
Doc-Delivery-Number = {{AQ2PF}},
Unique-ID = {{ISI:000342628800011}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000350768700003,
Author = {Buzick, Heather and Stone, Elizabeth},
Title = {{A Meta-Analysis of Research on the Read Aloud Accommodation}},
Journal = {{EDUCATIONAL MEASUREMENT-ISSUES AND PRACTICE}},
Year = {{2014}},
Volume = {{33}},
Number = {{3}},
Pages = {{17-30}},
Month = {{FAL}},
Abstract = {{Read aloud is a testing accommodation that has been studied by many
   researchers, and its use on K-12 assessments continues to be debated
   because of its potential to change the measured construct or unfairly
   increase test scores. This study is a summary of quantitative research
   on the read aloud accommodation. Previous studies contributed
   information to compute average effect sizes for students with
   disabilities, students without disabilities, and the difference between
   groups for reading and mathematics using a random effects meta-analytic
   approach. Results suggest that (1) effect sizes are larger for reading
   than for math for both student groups, (2) the read aloud accommodation
   increases reading test scores for both groups, but more so for students
   with disabilities, and (3) mathematics scores gains due to the read
   aloud accommodation are small for both students with and without
   disabilities, on average. There was some evidence to suggest larger
   effects in elementary school relative to middle and high school and
   possible mode effects, but more studies are needed within levels of the
   moderator variables to conduct statistical tests.}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Buzick, H (Reprint Author), Educ Testing Serv, Ctr Valid Res, MS 10-R,660 Rosedale Rd, Princeton, NJ 08541 USA.
   Buzick, Heather; Stone, Elizabeth, Educ Testing Serv, Ctr Valid Res, Princeton, NJ 08541 USA.}},
DOI = {{10.1111/emip.12040}},
ISSN = {{0731-1745}},
EISSN = {{1745-3992}},
Keywords = {{accommodations; disabilities; meta-analysis; read aloud}},
Keywords-Plus = {{TESTING ACCOMMODATIONS; MATHEMATICS TEST; PERFORMANCE ASSESSMENTS;
   LEARNING-DISABILITIES; PERCEIVED CONSEQUENCES; ORAL ADMINISTRATIONS;
   SECONDARY STUDENTS; MULTIPLE-CHOICE; TEST-SCORES; COMPARABILITY}},
Research-Areas = {{Education \& Educational Research; Psychology}},
Web-of-Science-Categories  = {{Education \& Educational Research; Psychology, Educational}},
Author-Email = {{hbuz-ick@ets.org}},
ORCID-Numbers = {{Buzick, Heather/0000-0001-7802-5484}},
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Number-of-Cited-References = {{66}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{15}},
Journal-ISO = {{Educ. Meas.-Issues Pract.}},
Doc-Delivery-Number = {{CD0MQ}},
Unique-ID = {{ISI:000350768700003}},
DA = {{2020-03-18}},
}

@article{ ISI:000346319300006,
Author = {Cross, Ashley},
Title = {{Writing Pain: Sensibility and Suffering in the Late Letters of Anna
   Seward and Mary Robinson}},
Journal = {{BULLETON OF THE JOHN RYLANDS LIBRARY}},
Year = {{2014}},
Volume = {{90}},
Number = {{2}},
Pages = {{85-110}},
Month = {{FAL}},
Abstract = {{`Writing Pain' argues that Anna Seward's Letters (1811) and Mary
   Robinson's letters (1800) create alternative models of sensibility from
   the suffering poet of Charlotte Smith's Elegiac Sonnets. Immensely
   popular, Smith's sonnets made feminine suffering a source of poetic
   agency by aestheticizing and privatizing it. However, despite their
   sincerity, her sonnets effaced the physical, nervous body of sensibility
   on which Seward's and Robinson's early poetic reputations had depended
   and for which they had been mocked. The popularity of Smith's model made
   it an important model for women poets, but, by the end of the eighteenth
   century, sensibility was also associated with sickness and artifice. For
   Seward and Robinson, who wanted to build their literary reputations but
   were living with disabled bodies, Smith's example needed to be
   reimagined to account for the reciprocity of body and mind as they
   struggled to write through pain.}},
Publisher = {{MANCHESTER UNIV PRESS}},
Address = {{ALTRINCHAM ST, FLOOR J, RENOLD BUILDING, MANCHESTER M1 7JA, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Cross, A (Reprint Author), Manhattan Coll, Riverdale, NY 10463 USA.
   Manhattan Coll, Riverdale, NY 10463 USA.}},
DOI = {{10.7227/BJRL.90.2.6}},
ISSN = {{2054-9318}},
EISSN = {{2054-9326}},
Keywords = {{Charlotte Smith; Mary Robinson; Anna Seward; sensibility; women writers;
   disability studies; illness; Della Cruscan; Romantic correspondence;
   pain; suffering}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
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Number-of-Cited-References = {{80}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Bull. John Rylands Univ. Libr. Manch.}},
Doc-Delivery-Number = {{AW5MN}},
Unique-ID = {{ISI:000346319300006}},
DA = {{2020-03-18}},
}

@article{ ISI:000343997700007,
Author = {Abrams, Thomas},
Title = {{Flawed by Dasein? Phenomenology, Ethnomethodology, and the Personal
   Experience of Physiotherapy}},
Journal = {{HUMAN STUDIES}},
Year = {{2014}},
Volume = {{37}},
Number = {{3}},
Pages = {{431-446}},
Month = {{SEP}},
Abstract = {{This paper applies a hybrid Heideggerian-ethnomethodological approach to
   physiotherapy practice. Unlike previous studies written by and for
   practitioners, this paper uses my personal experience receiving physical
   therapy as its point of departure. By combining Heidegger's {[}Being and
   time (trans: Stambaugh J). State University of New York Press, New York
   1996] notion of the `ontological difference' with Garfinkel's (Studies
   in ethnomethodology, Prentice-Hall, Englewood Cliffs 1967) concept of
   `accountability,' I argue that in physical therapy practice, both client
   and practitioner actively shape the body into a coherent object for
   medical intervention. I begin by introducing three key phenomenological
   concepts, the life-world, the ontological difference, and Heidegger's
   critique of subjectivity. I then empirically substantiate these concepts
   by reviewing classic and recent studies in ethnomethodology. I conclude
   with my own experience of physical therapy, and demonstrate how both
   client and practitioner actively constitute the body as a medical and
   therapeutic object. This is cause for both disability studies and
   physiotherapy to reconsider some of their core concepts,
   `medicalization' and `client-specific measurement,' respectively.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Abrams, T (Reprint Author), Carleton Univ, Dept Sociol \& Anthropol, 1125 Colonel By Dr, Ottawa, ON K1S 5B6, Canada.
   Carleton Univ, Dept Sociol \& Anthropol, Ottawa, ON K1S 5B6, Canada.}},
DOI = {{10.1007/s10746-014-9316-2}},
ISSN = {{0163-8548}},
EISSN = {{1572-851X}},
Keywords = {{Physiotherapy; Disability; Heidegger; Ontological difference;
   Phenomenology; Ethnomethodology}},
Keywords-Plus = {{CLIENT-CENTERED REHABILITATION}},
Research-Areas = {{Social Sciences - Other Topics; Sociology}},
Web-of-Science-Categories  = {{Ethics; Sociology}},
Author-Email = {{thomasm1abrams@gmail.com}},
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Number-of-Cited-References = {{44}},
Times-Cited = {{10}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{20}},
Journal-ISO = {{Hum. Stud.}},
Doc-Delivery-Number = {{AS0WY}},
Unique-ID = {{ISI:000343997700007}},
DA = {{2020-03-18}},
}

@article{ ISI:000340425600007,
Author = {Hsieh, K. and Rimmer, J. H. and Heller, T.},
Title = {{Obesity and associated factors in adults with intellectual disability}},
Journal = {{JOURNAL OF INTELLECTUAL DISABILITY RESEARCH}},
Year = {{2014}},
Volume = {{58}},
Number = {{9}},
Pages = {{851-863}},
Month = {{SEP}},
Abstract = {{Background We examined the prevalence of obesity in adults with
   intellectual disabilities (ID) compared with the general population, and
   the factors associated with obesity and weight management status,
   comparing individuals with ID who were overweight or obese to those who
   were not. Methods We analysed baseline data (n=1450) from the ongoing
   4-year Longitudinal Health and Intellectual Disabilities Study (LHIDS)
   using a multivariate approach. Measures included body mass index (BMI),
   demographics, level of ID, diagnoses related to ID, health behaviours
   (i.e. physical activity, dietary habits, smoking, and alcohol
   consumption), various health parameters (e.g. mobility limitation,
   medications), and residential type and location. Results Compared with
   the general population, adults (18 years) with ID had a higher
   prevalence of obesity (38.3\% vs. 28\%) and morbid obesity (7.4\% vs.
   4.2\%). Being female (AOR=1.40, 95\% CI=1.09-1.81), having Down syndrome
   (AOR=2.53, 95\% CI=1.86-3.45), taking medications that cause weight gain
   (AOR=1.80, 95\% CI=1.38-2.37), engaging in less moderate physical
   activity (AOR=0.89, 95\% CI=0.79-0.99), and drinking greater amounts of
   soda (AOR=1.20, 95\% CI=1.02-1.42) were associated with higher rates of
   obesity. Conclusion Adults with ID, in general, have a high risk of
   developing obesity, and women with ID have a high risk of developing
   morbid obesity. Health promotion initiatives should target individuals
   with the greatest risk.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hsieh, K (Reprint Author), Univ Illinois, Dept Disabil \& Human Dev, Rehabil Res \& Training Ctr Dev Disabil \& Hlth, 1640 W Roosevelt Rd,Rm 708, Chicago, IL 60607 USA.
   Hsieh, K.; Heller, T., Univ Illinois, Dept Disabil \& Human Dev, Chicago, IL USA.
   Rimmer, J. H., Univ Alabama Birmingham, Birmingham, AL USA.}},
DOI = {{10.1111/jir.12100}},
ISSN = {{0964-2633}},
EISSN = {{1365-2788}},
Keywords = {{adults; associated factors; body mass index; intellectual disability;
   obesity}},
Keywords-Plus = {{BODY-MASS INDEX; MENTAL-RETARDATION; WEIGHT-GAIN; HEALTH-CARE; US
   ADULTS; PHYSICAL-ACTIVITY; LOSE WEIGHT; PREVALENCE; OVERWEIGHT; PEOPLE}},
Research-Areas = {{Education \& Educational Research; Genetics \& Heredity; Neurosciences
   \& Neurology; Psychiatry; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Genetics \& Heredity; Clinical Neurology;
   Psychiatry; Rehabilitation}},
Author-Email = {{hsieh@uic.edu}},
Funding-Acknowledgement = {{NCBDD CDC HHS {[}\#U01DD000302]}},
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Number-of-Cited-References = {{46}},
Times-Cited = {{69}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{22}},
Journal-ISO = {{J. Intell. Disabil. Res.}},
Doc-Delivery-Number = {{AN2OQ}},
Unique-ID = {{ISI:000340425600007}},
DA = {{2020-03-18}},
}

@article{ ISI:000341675100004,
Author = {Hersh, Marion},
Title = {{Evaluation framework for ICT-based learning technologies for disabled
   people}},
Journal = {{COMPUTERS \& EDUCATION}},
Year = {{2014}},
Volume = {{78}},
Pages = {{30-47}},
Month = {{SEP}},
Abstract = {{This paper presents the first systematic approach to evaluation of
   inclusive ICT-based learning technologies and ICT-based learning
   technologies for disabled people. The first systematic approach to
   classification of these technologies is presented in a companion paper.
   The aims of the evaluation approach can be summarised as follows.
   1. Evaluating various features of existing technologies from the
   perspectives of disabled learners and other stakeholders, comparing
   technologies and identifying gaps in technology provision.
   2. Evaluating the impact of technology use on user outcomes, including
   barriers to learning, selfconfidence, motivation, increasing
   participation in learning activities and achievement of desired learning
   outcomes.
   The evaluation framework comprises three main components:
   1. Aims which specify the purpose(s) of the evaluation or what it is
   intended to achieve.
   2. Principles which provide a framework and context in which the
   evaluation should be carried out and, in particular, specify the
   constraints, rules and factors to be taken into account.
   3. Methodologies which specify the approaches used to carry out the
   evaluation taking account of the principles in order to achieve the
   aims.
   Development of the evaluation framework took place as part of a network
   project and involved a multistage process, including cycles of
   discussion, comment and validation using ICT based learning technologies
   used in the 16 partner countries. The resulting framework has several
   important applications in terms of establishing for the first time a
   clear evaluation framework which can be used to discuss and evaluate
   existing ICT-based learning technologies for disabled people, identify
   gaps in provision or the need for modifications and support the design
   and development process for new technologies. (C) 2014 Elsevier Ltd. All
   rights reserved.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hersh, M (Reprint Author), Univ Glasgow, Rankine Bldg, Glasgow G12 8LT, Lanark, Scotland.
   Univ Glasgow, Glasgow G12 8LT, Lanark, Scotland.}},
DOI = {{10.1016/j.compedu.2014.05.001}},
ISSN = {{0360-1315}},
EISSN = {{1873-782X}},
Keywords = {{Evaluation methodologies; Lifelong learning; Disability studies;
   Cross-cultural projects}},
Keywords-Plus = {{ASSISTIVE TECHNOLOGY; STUDENTS}},
Research-Areas = {{Computer Science; Education \& Educational Research}},
Web-of-Science-Categories  = {{Computer Science, Interdisciplinary Applications; Education \&
   Educational Research}},
Author-Email = {{marion.hersh@glasgow.ac.uk}},
Funding-Acknowledgement = {{European UnionEuropean Union (EU)
   {[}518537-LLP-1-2011-1-SI-GRUNDTWIG-GNW]}},
Funding-Text = {{I would like to thank the Lifelong Learning Programme of the European
   Union (518537-LLP-1-2011-1-SI-GRUNDTWIG-GNW) for financial support and
   note that it is not responsible for the use of the information in this
   paper.}},
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Number-of-Cited-References = {{55}},
Times-Cited = {{12}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{36}},
Journal-ISO = {{Comput. Educ.}},
Doc-Delivery-Number = {{AO9KR}},
Unique-ID = {{ISI:000341675100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000338179200028,
Author = {Lancioni, Giulio E. and Singh, Nirbhay N. and O'Reilly, Mark F. and
   Sigafoos, Jeff and Alberti, Gloria and Perilli, Viviana and Oliva,
   Doretta and Buono, Serafino},
Title = {{Microswitch-aided programs to support physical exercise or adequate
   ambulation in persons with multiple disabilities}},
Journal = {{RESEARCH IN DEVELOPMENTAL DISABILITIES}},
Year = {{2014}},
Volume = {{35}},
Number = {{9}},
Pages = {{2190-2198}},
Month = {{SEP}},
Abstract = {{Three microswitch-aided programs were assessed in three single-case
   studies to enhance physical exercise or ambulation in participants with
   multiple disabilities. Study I was aimed at helping a woman who tended
   to have the head bending forward and the arms down to exercise a
   combination of appropriate head and arms movements. Study II was aimed
   at promoting ambulation continuity with a man who tended to have
   ambulation breaks. Study III was aimed at promoting ambulation with
   appropriate foot position in a girl who usually showed toe walking. The
   experimental designs of the studies consisted of a multiple probe across
   responses (Study I), an ABAB sequence (Study II), and an ABABB(1)
   sequence (Study III). The last phase of each study was followed by a
   post-intervention check. The microswitches monitored the target
   responses selected for the participants and triggered a computer system
   to provide preferred stimuli contingent on those responses during the
   intervention phases of the studies. Data showed that the programs were
   effective with each of the participants who learned to exercise head and
   arms movements, increased ambulation continuity, and acquired high
   levels of appropriate foot position during ambulation, respectively. The
   positive performance levels were retained during the post-intervention
   checks. The discussion focused on (a) the potential of technology-aided
   programs for persons with multiple disabilities and (b) the need of
   replication studies to extend the evidence available in the area. (C)
   2014 Elsevier Ltd. All rights reserved.}},
Publisher = {{PERGAMON-ELSEVIER SCIENCE LTD}},
Address = {{THE BOULEVARD, LANGFORD LANE, KIDLINGTON, OXFORD OX5 1GB, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lancioni, GE (Reprint Author), Univ Bari, Dept Neurosci \& Sense Organs, Via Quintino Sella 268, I-70100 Bari, Italy.
   Lancioni, Giulio E., Univ Bari, I-70100 Bari, Italy.
   Singh, Nirbhay N., Georgia Regents Univ, Med Coll Georgia, Augusta, GA USA.
   O'Reilly, Mark F., Univ Texas Austin, Austin, TX 78712 USA.
   Sigafoos, Jeff, Victoria Univ Wellington, Wellington, New Zealand.
   Alberti, Gloria; Perilli, Viviana; Oliva, Doretta, Lega F DOro Res Ctr, Osimo, Italy.
   Alberti, Gloria; Perilli, Viviana; Oliva, Doretta, Lega F DOro Res Ctr, Lesmo, Italy.
   Buono, Serafino, IRCCS Oasi Troina, Troina Enna, Italy.}},
DOI = {{10.1016/j.ridd.2014.05.015}},
ISSN = {{0891-4222}},
Keywords = {{Microswitch-aided programs; Head movements; Arms movements; Ambulation;
   Toe walking; Multiple disabilities}},
Keywords-Plus = {{TECHNOLOGY-BASED PROGRAMS; SELF-DETERMINATION; SOCIAL VALIDATION;
   DEVELOPMENTAL-DISABILITIES; ASSISTING PEOPLE; TOE WALKING; CHILDREN;
   ADULTS; INDIVIDUALS; BEHAVIOR}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{giulio.lancioni@uniba.it}},
ResearcherID-Numbers = {{Singh, Nouratan/N-9377-2017
   Buono, Serafino/D-8568-2017
   }},
ORCID-Numbers = {{Singh, Nouratan/0000-0002-8063-8375
   Buono, Serafino/0000-0002-3786-3323
   Lancioni, Giulio/0000-0002-6515-5690}},
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Number-of-Cited-References = {{66}},
Times-Cited = {{11}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{17}},
Journal-ISO = {{Res. Dev. Disabil.}},
Doc-Delivery-Number = {{AK1MM}},
Unique-ID = {{ISI:000338179200028}},
DA = {{2020-03-18}},
}

@article{ ISI:000340101800006,
Author = {Caldwell, Kate},
Title = {{Dyadic interviewing: a technique valuing interdependence in interviews
   with individuals with intellectual disabilities}},
Journal = {{QUALITATIVE RESEARCH}},
Year = {{2014}},
Volume = {{14}},
Number = {{4}},
Pages = {{488-507}},
Month = {{AUG}},
Abstract = {{Dyadic interviewing is a qualitative approach that recognizes there
   exists an interdependent relationship between individuals, embracing
   this phenomenon as a source of information rather than attempting to
   control for it. Informed by a Critical Disability Studies ideology, this
   dyadic interview technique has been adapted to address some of the
   difficulties that present when conducting interviews with individuals
   with intellectual disabilities. The interview structure consists of a
   dyad that includes the individual with intellectual disability and the
   person they identify as their key support person. Currently, researchers
   have embraced dyadic interviewing as a method of triangulation. However,
   it also has potential to be used as an important method of accommodation
   for people with intellectual disability that promotes choice and
   self-determination in research participation.}},
Publisher = {{SAGE PUBLICATIONS LTD}},
Address = {{1 OLIVERS YARD, 55 CITY ROAD, LONDON EC1Y 1SP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Caldwell, K (Reprint Author), Univ Illinois, 1640 West Roosevelt Rd,MC 626, Chicago, IL 60608 USA.
   Univ Illinois, Chicago, IL 60608 USA.}},
DOI = {{10.1177/1468794113490718}},
ISSN = {{1468-7941}},
EISSN = {{1741-3109}},
Keywords = {{critical disability studies; dyad; intellectual disability;
   interdependence}},
Keywords-Plus = {{ETHICAL CHALLENGES; SELF-DETERMINATION; INCLUDING PEOPLE; SOCIAL MODEL;
   LEARNING-DIFFICULTIES; COMMUNITY; COMPLEXITIES; ADULTS; PARTICIPANTS;
   ADVOCACY}},
Research-Areas = {{Social Sciences - Other Topics; Sociology}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary; Sociology}},
Author-Email = {{kcaldw3@uic.edu}},
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Number-of-Cited-References = {{126}},
Times-Cited = {{30}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{20}},
Journal-ISO = {{Qual. Res.}},
Doc-Delivery-Number = {{AM8DW}},
Unique-ID = {{ISI:000340101800006}},
DA = {{2020-03-18}},
}

@article{ ISI:000340093700004,
Author = {Bender, N. and Portmann, M. and Heg, Z. and Hofmann, K. and Zwahlen, M.
   and Egger, M.},
Title = {{Fish or n3-PUFA intake and body composition: a systematic review and
   meta-analysis}},
Journal = {{OBESITY REVIEWS}},
Year = {{2014}},
Volume = {{15}},
Number = {{8}},
Pages = {{657-665}},
Month = {{AUG}},
Abstract = {{Obesity is a major public health issue and an important contributor to
   the global burden of chronic disease and disability. Studies indicate
   that fish and omega-3 polyunsaturated fatty acids (n3-PUFA) supplements
   may help prevent cardiovascular and metabolic diseases. However, the
   effect of fish oil on body composition is still uncertain, so we
   performed a systematic review of randomized controlled trials and the
   first meta-analysis on the association between fish or fish oil intake
   and body composition measures. We found evidence that participants
   taking fish or fish oil lost 0.59 kg more body weight than controls
   (95\% confidence interval {[}CI]: -0.96 to -0.21). Treatment groups lost
   0.24 kg m(-2) (body mass index) more than controls (-0.40 to -0.08), and
   0.49\% more body fat than controls (-0.97 to -0.01). Fish or fish oil
   reduced waist circumference by 0.81 cm (-1.34 to -0.28) compared with
   control. There was no difference for fat mass and lean body mass.
   Further research is needed to confirm or refute our findings and to
   reveal possible mechanisms by which n3-PUFAs might reduce weight.}},
Publisher = {{WILEY}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Bender, N (Reprint Author), ISPM Bern, Finkenhubelweg 11, CH-3012 Bern, Switzerland.
   Bender, N.; Portmann, M.; Heg, Z.; Hofmann, K.; Zwahlen, M.; Egger, M., Univ Bern, Inst Social \& Prevent Med, Bern, Switzerland.
   Bender, N., Univ Witwatersrand, Inst Human Evolut, Johannesburg, South Africa.}},
DOI = {{10.1111/obr.12189}},
ISSN = {{1467-7881}},
EISSN = {{1467-789X}},
Keywords = {{Body composition; fish; n3-PUFA}},
Keywords-Plus = {{POLYUNSATURATED FATTY-ACIDS; ALPHA-LINOLENIC ACID; ENERGY-RESTRICTED
   DIET; CHAIN N-3 PUFA; WEIGHT-LOSS; ADIPOSE-TISSUE; INSULIN-RESISTANCE;
   EICOSAPENTAENOIC ACID; YOUNG-ADULTS; RISK}},
Research-Areas = {{Endocrinology \& Metabolism}},
Web-of-Science-Categories  = {{Endocrinology \& Metabolism}},
Author-Email = {{nbender@ispm.unibe.ch}},
ORCID-Numbers = {{Egger, Matthias/0000-0001-7462-5132
   Zwahlen, Marcel/0000-0002-6772-6346}},
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Number-of-Cited-References = {{72}},
Times-Cited = {{57}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{37}},
Journal-ISO = {{Obes. Rev.}},
Doc-Delivery-Number = {{AM8BH}},
Unique-ID = {{ISI:000340093700004}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000342774300001,
Author = {Sullivan, Amanda L. and Van Norman, Ethan R. and Klingbeil, David A.},
Title = {{Exclusionary Discipline of Students With Disabilities: Student and
   School Characteristics Predicting Suspension}},
Journal = {{REMEDIAL AND SPECIAL EDUCATION}},
Year = {{2014}},
Volume = {{35}},
Number = {{4}},
Pages = {{199-210}},
Month = {{JUL-AUG}},
Abstract = {{Given the negative outcomes associated with suspension, scholars and
   practitioners are concerned with discipline disparities. This study
   explored patterns and predictors of suspension in a sample of 2,750
   students with disabilities in 39 schools in a Midwestern district.
   Hierarchical generalized linear modeling demonstrated that disability
   type, gender, race/ethnicity, and free/reduced lunch status were
   significant predictors of suspension among students with disabilities.
   Adjusting for gender and race/ethnicity attenuated suspension risk
   associated with disability type, and adjusting for student-level
   socioeconomic variables attenuated risk associated with race/ethnicity,
   but significant disparities remained. School characteristics were not
   predictive of suspension risk, but their inclusion in the models was
   associated with increased risk of suspension among students with
   emotional disturbance. Results underscore the value of multilevel
   modeling when identifying predictors of suspension and the need to
   explore a wider variety of classroom and school factors that may account
   for inequitable discipline.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sullivan, AL (Reprint Author), Dept Educ Psychol \& Special Educ, 56 E River Rd, Minneapolis, MN 55455 USA.
   Sullivan, Amanda L.; Van Norman, Ethan R., Univ Minnesota, Minneapolis, MN USA.
   Klingbeil, David A., Univ Wisconsin Milwaukee, Milwaukee, WI USA.}},
DOI = {{10.1177/0741932513519825}},
ISSN = {{0741-9325}},
EISSN = {{1538-4756}},
Keywords = {{discipline; suspension; disproportionality; students with disabilities;
   multilevel modeling}},
Keywords-Plus = {{SPECIAL-EDUCATION; AFRICAN-AMERICAN; BEHAVIOR; DISPROPORTIONALITY;
   ACHIEVEMENT; VARIABLES; IMPACT; BLACK; RISK; RACE}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education, Special}},
Author-Email = {{asulliva@umn.edu}},
ORCID-Numbers = {{Sullivan, Amanda/0000-0001-8675-154X
   Klingbeil, David/0000-0003-2571-4424}},
Cited-References = {{Achilles GM, 2007, J EMOT BEHAV DISORD, V15, P33, DOI 10.1177/10634266070150010401.
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Number-of-Cited-References = {{45}},
Times-Cited = {{31}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{19}},
Journal-ISO = {{Remedial Spec. Educ.}},
Doc-Delivery-Number = {{AQ4NF}},
Unique-ID = {{ISI:000342774300001}},
DA = {{2020-03-18}},
}

@article{ ISI:000340512100004,
Author = {Sutton-Brown, Camille A.},
Title = {{Photovoice: A Methodological Guide}},
Journal = {{PHOTOGRAPHY AND CULTURE}},
Year = {{2014}},
Volume = {{7}},
Number = {{2}},
Pages = {{169-185}},
Month = {{JUL}},
Abstract = {{Photovoice methodology has gained in popularity in the two decades since
   its inception by Caroline Wang and Mary Ann Burris in the early 1990s.
   As a participatory action research strategy, photovoice is typically
   used with marginalized populations that have been silenced in the
   political arena. Using ethnographic techniques that combine photography,
   critical dialogue, and experiential knowledge, participants reflect on
   and communicate their community's concerns to represent their culture,
   to expose social problems, and to ignite social change. Photovoice has
   been successfully used in the fields of education, disability studies,
   public health, and refugees, indicating its vast applicability. This
   methodology provides a culturally grounded and contextually situated
   site for reflection on visual images, associated meanings, and social
   action. Despite its increasing use as a research methodology, little
   information exists in the literature concerning how to implement a
   photovoice study. This article is not a how-to guide; rather, it draws
   heavily upon Wang and Burris's work as well as other studies to serve as
   a resource that details and outlines various ways to conduct a
   photovoice project. Drawing upon the author's work, this article also
   illustrates the complete research design of one photovoice study.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Sutton-Brown, CA (Reprint Author), Univ Pretoria, Dept Anthropol \& Archaeol, Human Econ Program, ZA-0002 Pretoria, South Africa.
   Sutton-Brown, Camille A., Georgia State Univ, Atlanta, GA 30303 USA.}},
DOI = {{10.2752/175145214X13999922103165}},
ISSN = {{1751-4517}},
EISSN = {{1751-4525}},
Keywords = {{photographic research methodology; participatory action research;
   women's empowerment; feminist methodology; microfinance}},
Keywords-Plus = {{DOCUMENTARY PHOTOGRAPHY; POLICY-MAKERS; HEALTH; STRATEGY}},
Research-Areas = {{Art}},
Web-of-Science-Categories  = {{Art}},
Cited-References = {{Bogdan R., 2007, QUALITATIVE RES ED I.
   Booth T, 2003, DISABIL SOC, V18, P431, DOI 10.1080/0968759032000080986.
   Carlson ED, 2006, QUAL HEALTH RES, V16, P836, DOI 10.1177/1049732306287525.
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   Wang CC, 2001, HEALTH EDUC BEHAV, V28, P560, DOI 10.1177/109019810102800504.
   Wilson N, 2007, J EARLY ADOLESCENCE, V27, P241, DOI 10.1177/0272431606294834.
   Wu J, 2007, JAVNOST-PUBLIC, V14, P31, DOI 10.1080/13183222.2007.11008945.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{23}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{51}},
Journal-ISO = {{Photogr. Cult.}},
Doc-Delivery-Number = {{AN3TR}},
Unique-ID = {{ISI:000340512100004}},
DA = {{2020-03-18}},
}

@article{ ISI:000338996200079,
Author = {Wang, Keren},
Title = {{Foundations of Disability Studies}},
Journal = {{CONTEMPORARY SOCIOLOGY-A JOURNAL OF REVIEWS}},
Year = {{2014}},
Volume = {{43}},
Number = {{4}},
Pages = {{598}},
Month = {{JUL}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Book Review}},
Language = {{English}},
ISSN = {{0094-3061}},
EISSN = {{1939-8638}},
Research-Areas = {{Sociology}},
Web-of-Science-Categories  = {{Sociology}},
Cited-References = {{Wappett M, 2013, FDN DISABILITY STUDI.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Contemp. Sociol.-J. Rev.}},
Doc-Delivery-Number = {{AL3AB}},
Unique-ID = {{ISI:000338996200079}},
DA = {{2020-03-18}},
}

@article{ ISI:000338992800214,
Author = {Hoffmann, K.},
Title = {{The German ageing and disability study: setup and baseline results}},
Journal = {{JOURNAL OF APPLIED RESEARCH IN INTELLECTUAL DISABILITIES}},
Year = {{2014}},
Volume = {{27}},
Number = {{4, SI}},
Pages = {{324}},
Month = {{JUL}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Meeting Abstract}},
Language = {{English}},
Affiliation = {{Hoffmann, K., LWL Univ Hosp Bochum, Bochum, Germany.}},
ISSN = {{1360-2322}},
EISSN = {{1468-3148}},
Research-Areas = {{Psychology; Rehabilitation}},
Web-of-Science-Categories  = {{Psychology, Educational; Rehabilitation}},
Author-Email = {{dr.knut.hoffmann@web.de}},
Number-of-Cited-References = {{0}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{J. Appl. Res. Intellect. Disabil.}},
Doc-Delivery-Number = {{AL2YW}},
Unique-ID = {{ISI:000338992800214}},
DA = {{2020-03-18}},
}

@article{ ISI:000338013900007,
Author = {Kiuppis, Florian},
Title = {{Why (not) associate the principle of inclusion with disability? Tracing
   connections from the start of the `Salamanca Process'}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2014}},
Volume = {{18}},
Number = {{7}},
Pages = {{746-761}},
Month = {{JUL}},
Abstract = {{This article reflects on changes in the disability-related educational
   approach of United Nations Educational, Scientific and Cultural
   Organization (UNESCO), specifically investigating the context UNESCO's
   Special Needs Education unit was embedded in while following up the
   `World Conference on Special Needs Education' that was held in Salamanca
   20 years ago. The paper starts with the observations that first
   education for all and inclusive education are currently as education
   themes of UNESCO quite similar in terms of their scope and rationale.
   Second, although debates on inclusive education have been fuelled in
   context with the UN-'Convention on the Rights of Persons with
   Disabilities', disability plays a less important role in UNESCO's
   programme spectrum, compared to some decades ago. Drawing from a study
   on institutions and knowledge analysing shifts in meanings of inclusive
   education, the recent tautology of themes is interpreted in connection
   with changes of UNESCO's approach to special needs education after 1994
   and as consequence of shifts occurring back then in perceptions about
   the goals of UNESCO programmes. Borrowing from Organisation Studies, the
   article highlights conceptual changes in UNESCO's programmes, from
   traditional special (needs) education to inclusive education. Data used
   have been collected in the archives of the UNESCO headquarters in Paris.
   Method of the interpretive inquiry is in-depth content analysis.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Kiuppis, F (Reprint Author), Lillehammer Univ Coll, Fac Educ \& Social Studies, Postboks 952, N-2604 Lillehammer, Norway.
   Lillehammer Univ Coll, Fac Educ \& Social Studies, N-2604 Lillehammer, Norway.}},
DOI = {{10.1080/13603116.2013.826289}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{UNESCO; Organisation Studies; Disability Studies; Salamanca; Education
   for all; meanings}},
Keywords-Plus = {{EDUCATION}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{florian.kiuppis@hil.no}},
Cited-References = {{Ainscow M, 2006, EUR J PSYCHOL EDUC, V21, P231, DOI 10.1007/BF03173412.
   Ainscow M, 2012, J EDUC CHANG, V13, P289, DOI 10.1007/s10833-012-9182-5.
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   Lei P, 2011, INT J INCLUSIVE EDUC, V15, P1169, DOI 10.1080/13603116.2011.555064.
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   Thomas G., 2007, DECONSTRUCTING SPECI.
   Thornton RH., 2012, I LOGIC PERSPECTIVE.
   {*}UN, 1993, STAND RUL EQ OPP PER.
   UNESCO, 2000, INCL ED ED ALL  0922.
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   Wittgenstein L., PHILOS INVEST, P7.
   World Health Organization, 1980, INT CLASS IMP DIS HA.}},
Number-of-Cited-References = {{45}},
Times-Cited = {{19}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{12}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{AJ9FU}},
Unique-ID = {{ISI:000338013900007}},
DA = {{2020-03-18}},
}

@article{ ISI:000343611400007,
Author = {Jarman, Michelle},
Title = {{Righting Educational Wrongs: Disability Studies in Law and Education}},
Journal = {{RESEARCH AND PRACTICE FOR PERSONS WITH SEVERE DISABILITIES}},
Year = {{2014}},
Volume = {{39}},
Number = {{2}},
Pages = {{161-163}},
Month = {{JUN}},
Publisher = {{TASH}},
Address = {{1025 VERMONT AVE,  NW 7TH FLR, WASHINGTON, DC 20005 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Jarman, M (Reprint Author), Univ Wyoming, Laramie, WY 82071 USA.
   Jarman, Michelle, Univ Wyoming, Laramie, WY 82071 USA.}},
DOI = {{10.1177/1540796914545962}},
ISSN = {{0274-9483}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Cited-References = {{Danforth Scot, 2006, VITAL QUESTIONS FACI.
   Erevelles N., 2010, J LIT CULTURAL DISAB, V4, P127, DOI {[}DOI 10.3828/jlcds.2010.11, DOI 10.3828/JLCDS.2010.11].
   FERRI BA, 2006, READING RESISTANCE D.
   Gabel SL, 2014, REFLECTIVE TEACH SOC, P1.
   Kanter A.S, 2013, RIGHTING ED WRONGS D.
   Siebers Tobin, 2008, DISABILITY THEORY.}},
Number-of-Cited-References = {{6}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Res. Pract. Pers. Sev. Disabil.}},
Doc-Delivery-Number = {{AR5FU}},
Unique-ID = {{ISI:000343611400007}},
DA = {{2020-03-18}},
}

@article{ ISI:000339334600003,
Author = {Seguna, Josephine A.},
Title = {{Disability: An Embodied Reality (or Space) of Dasein}},
Journal = {{HUMAN STUDIES}},
Year = {{2014}},
Volume = {{37}},
Number = {{1}},
Pages = {{31-56}},
Month = {{JUN}},
Abstract = {{The `body' has remained the pivotal and essential mechanism for analysis
   within disability scholarship. Yet while historically conceptualized as
   an individual's fundamental feature, the `disabled identity' has been
   more recently explained as a function of `normalcy' through social,
   cultural political, and legal discriminations against difference and
   deviancy. Disability studies' established tradition of consultation with
   philosophical endeavour remains apparently unwilling to exploit or
   utilize Martin Heidegger's understanding of `Being' and interpretation
   of Dasein as a possible framework for unravelling the complexities of
   contemporary discrimination and oppression of those others. This paper
   in tracing Heidegger's explanation of humankind, inspired by arguments
   proposed by Cerbone (Int J Philos Stud 2:209-230, 2000) and in
   consultation with Levin (The body: classic and contemporary readings,
   Blackwell, Malden, 1999), Aho (2009), Malpas (Heidegger's topology:
   being place, world, MIT Press, Cambridge, 2008), and Rae (Hum Stud
   33:23-39, 2010) among others, will interpret the `embodied' reality of
   `Being,' of being-disabled-in-the-world as primarily involved within the
   practical context and structured according to impersonal, normative
   social norms, rather than detached, theoretical contemplation or
   observance.}},
Publisher = {{SPRINGER}},
Address = {{VAN GODEWIJCKSTRAAT 30, 3311 GZ DORDRECHT, NETHERLANDS}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Seguna, JA (Reprint Author), Griffith Univ, Griffith Law Sch, Gold Coast Campus, Southport, Qld 4222, Australia.
   Griffith Univ, Griffith Law Sch, Southport, Qld 4222, Australia.}},
DOI = {{10.1007/s10746-013-9289-6}},
ISSN = {{0163-8548}},
EISSN = {{1572-851X}},
Keywords = {{Ableism; Being; Disability; Embodiment; Martin Heidegger; Phenomenology;
   Space}},
Keywords-Plus = {{BODY; HEIDEGGER; `BEING-AND-TIME'}},
Research-Areas = {{Social Sciences - Other Topics; Sociology}},
Web-of-Science-Categories  = {{Ethics; Sociology}},
Author-Email = {{J.Seguna@griffith.edu.au}},
Cited-References = {{Abberley P., 1998, DISABILITY SOC EMERG, P61.
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   Campbell Fiona Kumari, 2009, CONTOURS ABLEISM PRO.
   CAPUTO J. D., 1999, COMPANION CONTINENTA, P223.
   Caputo John D., 2001, FEMINIST INTERPRETAT, P149.
   Casey E.S., 1997, FATE PLACE PHILOS HI.
   Cavalier R., 1998, LECT HEIDEGGERS BEIN.
   Cerbone DR, 2000, INT J PHILOS STUD, V8, P209, DOI 10.1080/09672550050084018.
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   Dreyfus Hubert, 1991, BEING IN THE WORLD C.
   Elkholy Sharin N., 2008, HEIDEGGER METAPHYSIC.
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   GROSS E, 1986, FEMINIST CHALLENGES, P190.
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   Wrathall M., 2006, READ HEIDEGGER.
   Young I. M., 1990, JUSTICE POLITICS DIF.}},
Number-of-Cited-References = {{96}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{19}},
Journal-ISO = {{Hum. Stud.}},
Doc-Delivery-Number = {{AL7SF}},
Unique-ID = {{ISI:000339334600003}},
DA = {{2020-03-18}},
}

@article{ ISI:000336335900003,
Author = {Liou, Wen-Ying},
Title = {{An Illustrated Scale Measuring the SexualaEuroAbuse Prevention Knowledge
   of Female High School Students with Intellectual Disabilities in Taiwan}},
Journal = {{SEXUALITY AND DISABILITY}},
Year = {{2014}},
Volume = {{32}},
Number = {{2}},
Pages = {{135-151}},
Month = {{JUN}},
Abstract = {{The aim of this study was to develop an illustrated sexual-abuse
   prevention knowledge scale and to examine the knowledge of female high
   school students (tenth- to twelfth-graders) with intellectual
   disabilities studying at special education schools in Taiwan. An
   illustrated scale with 20 true/false items and 10 multiple-choice items
   was developed to assess the participants' relevant knowledge. Each item
   consisted of a written question and corresponding illustration(s). A
   total of 196 female high school students in Taiwan participated in the
   study. Factor analysis generated five factors: puberty physiology, body
   boundaries, identification of improper sexual relationships,
   identification of abusive situations, and coping methods when facing
   abusive situations. These five factors explained 61.71 and 70.70 \% of
   the variance for the true/false and multiple-choice items, respectively.
   The reliability analysis of the scale showed a value of .81 for
   true/false items, .74 for multiple-choice items, and .84 for the whole
   scale. The participants demonstrated a relatively better level of
   knowledge of puberty physiology, body boundaries, and identification of
   improper sexual relationships compared to knowledge of coping methods
   when facing abusive situations and identification of abusive situations.}},
Publisher = {{SPRINGER}},
Address = {{233 SPRING ST, NEW YORK, NY 10013 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Liou, WY (Reprint Author), Natl Chiayi Univ, 85 Wenlong Villiage, Minsyong Township 62103, Chiayi County, Taiwan.
   Natl Chiayi Univ, Minsyong Township 62103, Chiayi County, Taiwan.}},
DOI = {{10.1007/s11195-013-9312-x}},
ISSN = {{0146-1044}},
EISSN = {{1573-6717}},
Keywords = {{Intellectual disability; Sexual abuse; Sexual abuse prevention; Scale;
   Taiwan}},
Keywords-Plus = {{SEXUAL-ABUSE; MENTAL-RETARDATION; PEOPLE; CHILDREN; ADULTS; ADOLESCENTS;
   CAPACITY; CONSENT; ISSUES}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{wenying\_l@yahoo.com}},
Cited-References = {{{[}Anonymous], 2003, SOCIO SEXUAL KNOWLED.
   Balogh R, 2001, J INTELL DISABIL RES, V45, P194, DOI 10.1046/j.1365-2788.2001.00293.x.
   Brown H., 1994, CHILD ABUSE REV, V3, P26, DOI DOI 10.1002/CAR.2380030106.
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   Lyden M, 2007, SEX DISABIL, V25, P3, DOI 10.1007/s11195-006-9028-2.
   Mansell S, 1998, MENT RETARD, V36, P12, DOI 10.1352/0047-6765(1998)036<0012:CFASAC>2.0.CO;2.
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   MCCABE MP, 1994, SEX DISABIL, V12, P297, DOI 10.1007/BF02575321.
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   TURK V, 1993, MENT HANDICAP RES, V6, P193.}},
Number-of-Cited-References = {{22}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Sex. Disabil.}},
Doc-Delivery-Number = {{AH7TA}},
Unique-ID = {{ISI:000336335900003}},
DA = {{2020-03-18}},
}

@article{ ISI:000340314800008,
Author = {Laberon, S.},
Title = {{Psychological barriers to professional inclusion of people with mental
   disabilities}},
Journal = {{ENCEPHALE-REVUE DE PSYCHIATRIE CLINIQUE BIOLOGIQUE ET THERAPEUTIQUE}},
Year = {{2014}},
Volume = {{40}},
Number = {{2}},
Pages = {{S103-S114}},
Month = {{JUN}},
Abstract = {{Mental health in the workplace today are ubiquitous and cause
   significant dysfunction in organizations (turnover, absenteeism,
   presenteeism, early retirement, long sick...). Statements of
   professional unfitness for depression is of particular concern. The
   human and financial costs associated with the support of mental
   disability is important, in France it is estimated to 14 billion euros.
   Mental disorder in the workplace also has a significant impact on the
   individual. If not always leads to actual inability to work, it usually
   causes, from the disclosure of the disorder, professional inequalities
   related to perceived environmental work disability. Therefore, this type
   of public remains largely on the sidelines of a stable occupation and
   all forms of recognition and undergo disqualifications and some forms of
   exclusion. Instead of saving, the workplace can promote relapse and even
   constitute a real obstacle to improving health. These exclusionary
   behavior result in persistent employment resistance in France and
   elsewhere, especially because of the prejudice of employers. These
   resistances persist despite legal obligations in this regard (e.g. in
   France: Law of 11 February 2005 on Equal Rights and Opportunities). To
   address the issue of sustainable professional inclusion (recruitment,
   integration and job preservation) of people with mental disabilities,
   studies are especially developed for the rehabilitation in the workplace
   of this public or accompanying us in their professional reintegration
   into protected workplaces. We propose a reflection on the adaptation of
   knowledge about psychological processes of hiring discrimination in the
   particular employment situation of people with mental disabilities in
   ordinary workplaces. Researches on social representations, stereotypes
   and prejudices applied in the workplace help to understand the negative
   attitudes and resistance to the hiring of people with mental
   disabilities despite regulations. Representations of professional
   efficiency, cognitive bias in social perception, personological
   expectations and responsibilities about the success of the employment
   integration of new employees strongly impact the hiring and integration
   behaviors of actors of the company. Nevertheless, the influence of the
   organizational context was highlighted in the researches in psychology
   of organizations. Recruitment and integration practices implemented by
   organizations, the procedures used to recruit (procedural justice) and
   the quality of interpersonal treatment of individuals (interpersonal
   justice) are essential elements of socialization. Disability is
   recognized as a particularly salient dimension and effective in
   activating cognitive processes biased. Individual and/or collective
   courses of action as persuasive communication, suppression and dilution
   of stereotypes, self-regulation of prejudice, intergroup contact and the
   sharing of values, affirmative action, promoting diversity, are proposed
   to modify these psychological barriers. However, their effectiveness is
   moderated by various individual factors such as the level of prejudice
   of actors, their previous work experience of disabled workers, their
   commitment to the values promoted by the organization for example, or
   organizational and structural factors such as the characteristics of the
   organization, the degree of formalization of hiring procedures, social
   policy of the organization and how it is conveyed and received by
   workers...
   These studies support the conclusion that the process of professional
   inclusion of public considered as ``non-standard{''} is complex. These
   tracks remain to be tested under the mental disability taking into
   account the type of company and characteristics of actors that
   constitute them. (C) L'Encephale, Paris, 2014.}},
Publisher = {{MASSON EDITEUR}},
Address = {{21 STREET CAMILLE DESMOULINS, ISSY, 92789 MOULINEAUX CEDEX 9, FRANCE}},
Type = {{Article}},
Language = {{French}},
Affiliation = {{Laberon, S (Reprint Author), Univ Bordeaux, Lab Psychol Sante \& Qual Vie, EA 4139, 3 Ter,Pl Victoire, F-33076 Bordeaux, France.
   Univ Bordeaux, Lab Psychol Sante \& Qual Vie, EA 4139, 3 Ter,Pl Victoire, F-33076 Bordeaux, France.}},
DOI = {{10.1016/j.encep.2014.04.007}},
ISSN = {{0013-7006}},
Keywords = {{Mental disability; Discrimination; Recruitment; Organizational
   socialization}},
Keywords-Plus = {{EMPLOYMENT DISCRIMINATION; SUPPORTED EMPLOYMENT; ATTITUDES; ANTECEDENTS}},
Research-Areas = {{Neurosciences \& Neurology; Psychiatry}},
Web-of-Science-Categories  = {{Neurosciences; Psychiatry}},
Author-Email = {{sonia.laberon@u-bordeaux.fr}},
Cited-References = {{Al Adlouni S., 2011, STEREOTYPES PERSONNE.
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Number-of-Cited-References = {{50}},
Times-Cited = {{5}},
Usage-Count-Last-180-days = {{3}},
Usage-Count-Since-2013 = {{45}},
Journal-ISO = {{Enceph.-Rev. Psychiatr. Clin. Biol. Ther.}},
Doc-Delivery-Number = {{AN1AJ}},
Unique-ID = {{ISI:000340314800008}},
DA = {{2020-03-18}},
}

@article{ ISI:000337750700015,
Author = {Poggesi, Anna and Gouw, Alida and van der Flier, Wiesje and Pracucci,
   Giovanni and Chabriat, Hugues and Erkinjuntti, Timo and Fazekas, Franz
   and Ferro, Jose M. and Blahak, Christian and Langhorne, Peter and
   O'Brien, John and Schmidt, Reinhold and Visser, Marieke C. and Wahlund,
   Lars-Olof and Waldemar, Gunhild and Wallin, Anders and Scheltens, Philip
   and Inzitari, Domenico and Pantoni, Leonardo},
Title = {{Neurological abnormalities predict disability: the LADIS (Leukoaraiosis
   And DISability) study}},
Journal = {{JOURNAL OF NEUROLOGY}},
Year = {{2014}},
Volume = {{261}},
Number = {{6}},
Pages = {{1160-1169}},
Month = {{JUN}},
Abstract = {{To investigate the role of neurological abnormalities and magnetic
   resonance imaging (MRI) lesions in predicting global functional decline
   in a cohort of initially independent-living elderly subjects. The
   Leukoaraiosis And DISability (LADIS) Study, involving 11 European
   centres, was primarily aimed at evaluating age-related white matter
   changes (ARWMC) as an independent predictor of the transition to
   disability (according to Instrumental Activities of Daily Living scale)
   or death in independent elderly subjects that were followed up for 3
   years. At baseline, a standardized neurological examination was
   performed. MRI assessment included age-related white matter changes
   (ARWMC) grading (mild, moderate, severe according to the Fazekas'
   scale), count of lacunar and non-lacunar infarcts, and global atrophy
   rating. Of the 633 (out of the 639 enrolled) patients with follow-up
   information (mean age 74.1 +/- A 5.0 years, 45 \% males), 327 (51.7 \%)
   presented at the initial visit with a parts per thousand yen1
   neurological abnormality and 242 (38 \%) reached the main study outcome.
   Cox regression analyses, adjusting for MRI features and other
   determinants of functional decline, showed that the baseline presence of
   any neurological abnormality independently predicted transition to
   disability or death {[}HR (95 \% CI) 1.53 (1.01-2.34)]. The hazard
   increased with increasing number of abnormalities. Among MRI lesions,
   only ARWMC of severe grade independently predicted disability or death
   {[}HR (95 \% CI) 2.18 (1.37-3.48)]. In our cohort, presence and number
   of neurological examination abnormalities predicted global functional
   decline independent of MRI lesions typical of the aging brain and other
   determinants of disability in the elderly. Systematically checking for
   neurological examination abnormalities in older patients may be
   cost-effective in identifying those at risk of functional decline.}},
Publisher = {{SPRINGER HEIDELBERG}},
Address = {{TIERGARTENSTRASSE 17, D-69121 HEIDELBERG, GERMANY}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pantoni, L (Reprint Author), Azienda Osped Univ Careggi, Stroke Unit, Largo Brambilla 3, I-50134 Florence, Italy.
   Poggesi, Anna; Pracucci, Giovanni; Inzitari, Domenico, Univ Florence, NEUROFARBA Dept, Neurosci Sect, Florence, Italy.
   Gouw, Alida; van der Flier, Wiesje; Visser, Marieke C.; Scheltens, Philip, Vrije Univ Amsterdam Med Ctr, Dept Radiol \& Neurol, Amsterdam, Netherlands.
   Chabriat, Hugues, Hop Lariboisiere, Dept Neurol, F-75475 Paris, France.
   Erkinjuntti, Timo, Univ Helsinki, Dept Clin Neurosci, Memory Res Unit, Helsinki, Finland.
   Fazekas, Franz; Schmidt, Reinhold, Med Univ, Dept Neurol, Graz, Austria.
   Ferro, Jose M., Hosp Santa Maria Lisboa, Ctr Estudos Egas Moniz, Serv Neurol, Lisbon, Portugal.
   Blahak, Christian, Heidelberg Univ, Univ Med Mannheim, Dept Neurol, Mannheim, Germany.
   Langhorne, Peter, Glasgow Royal Infirm, Acad Dept Geriatr Med, Glasgow G4 0SF, Lanark, Scotland.
   O'Brien, John, Univ Newcastle, Inst Ageing \& Hlth, Newcastle Upon Tyne, Tyne \& Wear, England.
   Wahlund, Lars-Olof, Huddinge Univ Hosp, Karolinska Inst, Dept Clin Neurosci \& Family Med, S-14186 Huddinge, Sweden.
   Waldemar, Gunhild, Copenhagen Univ Hosp, Memory Disorders Res Unit, Dept Neurol, Copenhagen, Denmark.
   Wallin, Anders, Gothenburg Univ, Inst Clin Neurosci, Gothenburg, Sweden.
   Pantoni, Leonardo, Azienda Osped Univ Careggi, Stroke Unit, I-50134 Florence, Italy.
   Pantoni, Leonardo, Azienda Osped Univ Careggi, I-50134 Florence, Italy.}},
DOI = {{10.1007/s00415-014-7332-9}},
ISSN = {{0340-5354}},
EISSN = {{1432-1459}},
Keywords = {{White matter changes; Disability; Cerebrovascular diseases; Neurological
   examination; MRI}},
Keywords-Plus = {{WHITE-MATTER LESIONS; SILENT BRAIN INFARCTS; SMALL-VESSEL DISEASE;
   DEPRESSIVE SYMPTOMS; FUNCTIONAL DECLINE; VASCULAR PARKINSONISM;
   ELDERLY-PEOPLE; RISK-FACTORS; STROKE; POPULATION}},
Research-Areas = {{Neurosciences \& Neurology}},
Web-of-Science-Categories  = {{Clinical Neurology}},
Author-Email = {{pantoni@unifi.it}},
ResearcherID-Numbers = {{Schmidt, Reinhold/E-1137-2014
   }},
ORCID-Numbers = {{wahlund, lars-olof/0000-0002-9905-8426
   O'Brien, John/0000-0002-0837-5080
   van der Flier, Wiesje/0000-0001-8766-6224
   Ferro, Jose/0000-0002-2343-9097}},
Funding-Acknowledgement = {{European Union within the Vth European Framework Program ``Quality of
   life and management of living resources'' {[}QLRT-2000-00446]}},
Funding-Text = {{The LADIS study was supported by the European Union within the Vth
   European Framework Program ``Quality of life and management of living
   resources'' (1998-2002) {[}contract No QLRT-2000-00446] as a concerted
   action.}},
Cited-References = {{American Psychiatric Association, 1994, DIAGN STAT MAN MENT.
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   Rosano C, 2005, J AM GERIATR SOC, V53, P649, DOI 10.1111/j.1532-5415.2005.53214.x.
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   Teodorczuk A, 2007, BRIT J PSYCHIAT, V191, P212, DOI 10.1192/bjp.bp.107.036756.
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   Yamanouchi H, 1997, STROKE, V28, P965, DOI 10.1161/01.STR.28.5.965.}},
Number-of-Cited-References = {{33}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Neurol.}},
Doc-Delivery-Number = {{AJ5TH}},
Unique-ID = {{ISI:000337750700015}},
DA = {{2020-03-18}},
}

@article{ ISI:000335884000005,
Author = {Liasidou, Anastasia},
Title = {{The cross-fertilization of critical race theory and Disability Studies:
   points of convergence/divergence and some education policy implications}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{5}},
Pages = {{724-737}},
Month = {{MAY 28}},
Abstract = {{This article discusses the ways in which insights from critical race
   theory can be used in order to supplement and reinforce the field of
   Disability Studies by highlighting the intersecting and contextually
   contingent ways in which the notion of disability is constructed and
   positioned. The cross-fertilization of critical race theory and
   Disability Studies can enhance understanding of the intersecting effects
   of racism and disablism through a reflexive process of exploring points
   of convergence and divergence of racial and corporeal markers of
   difference. These understandings should permeate anti-discrimination
   legislation and other education policy frameworks aimed at redressing
   systemic injustices and power inequities that impact upon disabled
   people's identities and lived experiences.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Liasidou, A (Reprint Author), European Univ, Dept Educ, Nicosia, Cyprus.
   European Univ, Dept Educ, Nicosia, Cyprus.}},
DOI = {{10.1080/09687599.2013.844104}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{policy; intersection; disability; race}},
Keywords-Plus = {{NEEDS}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{a.liasidou@euc.ac.cy}},
Cited-References = {{Abberley P., 1987, DISABILITY HANDICAP, V2, P5, DOI DOI 10.1080/02674648766780021.
   Annamma SA, 2013, RACE ETHNIC EDUC-UK, V16, P1, DOI 10.1080/13613324.2012.730511.
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   Corker M., 1999, DISABILITY DISCOURSE.
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   DYSON A, 2008, DILEMMAS ALTERNATIVE.
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   Westwood P., 2001, AUSTR J LEARNING DIF, V6, P5.
   Williams SJ, 1999, SOCIOL HEALTH ILL, V21, P797, DOI 10.1111/1467-9566.00184.}},
Number-of-Cited-References = {{54}},
Times-Cited = {{13}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AH1MD}},
Unique-ID = {{ISI:000335884000005}},
DA = {{2020-03-18}},
}

@article{ ISI:000335884000007,
Author = {Abrams, Thomas},
Title = {{Boon or bust? Heidegger, disability aesthetics and the thalidomide
   memorial}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{5}},
Pages = {{751-762}},
Month = {{MAY 28}},
Abstract = {{Disability Studies has begun to interrogate the aesthetics of
   disability, both in terms of artwork and sensuous apprehension more
   generally. The present paper is a contribution to this burgeoning
   literature. Here I seek to demonstrate what the aesthetics of Martin
   Heidegger offer to that project. I do so in three stages. I begin by
   reviewing some relevant disability studies literature, highlighting some
   general themes in Disability Studies' recent engagement with `the
   aesthetic', widely defined. Next, I turn to the phenomenology of Martin
   Heidegger, to add some further philosophical depth to this project. In
   third and final section, I apply Heidegger's aesthetics to the recently
   unveiled thalidomide memorial, to demonstrate the empirical worth of his
   analysis of artwork. I conclude with suggestions for future Disability
   Studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Abrams, T (Reprint Author), Carleton Univ, Dept Sociol, Ottawa, ON K1S 5B6, Canada.
   Carleton Univ, Dept Sociol, Ottawa, ON K1S 5B6, Canada.}},
DOI = {{10.1080/09687599.2013.848784}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Contergan; thalidomide memorial; Heidegger; aesthetics}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{thomasm1abrams@gmail.com}},
Cited-References = {{Annas GJ, 1999, AM J PUBLIC HEALTH, V89, P98, DOI 10.2105/AJPH.89.1.98.
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   Watson SH, 2006, REV METAPHYS, V60, P327.}},
Number-of-Cited-References = {{25}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AH1MD}},
Unique-ID = {{ISI:000335884000007}},
DA = {{2020-03-18}},
}

@article{ ISI:000335884000015,
Author = {Sherry, Mark},
Title = {{Righting educational wrongs: disability studies in law and education}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{5}},
Pages = {{838-840}},
Month = {{MAY 28}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Sherry, M (Reprint Author), Univ Toledo, Toledo, OH 43606 USA.
   Sherry, Mark, Univ Toledo, Toledo, OH 43606 USA.}},
DOI = {{10.1080/09687599.2014.888834}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{markdsherry@yahoo.com}},
ResearcherID-Numbers = {{Sherry, Mark D/A-2582-2008}},
ORCID-Numbers = {{Sherry, Mark D/0000-0002-5825-0833}},
Cited-References = {{Kanter A.S, 2013, RIGHTING ED WRONGS D.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AH1MD}},
Unique-ID = {{ISI:000335884000015}},
DA = {{2020-03-18}},
}

@article{ ISI:000335844000006,
Author = {Davis, J. M. and Deponio, P.},
Title = {{Analysing conflicting approaches to dyslexia on a European project:
   moving to a more strategic, participatory, strength-based and integrated
   approach}},
Journal = {{INTERNATIONAL JOURNAL OF INCLUSIVE EDUCATION}},
Year = {{2014}},
Volume = {{18}},
Number = {{5}},
Pages = {{515-534}},
Month = {{MAY 4}},
Abstract = {{This paper draws from our experiences of an EU Life Long Learning
   Programme Project: GATE Understanding Dyslexia Phenomena Between
   Pre-Primary And Primary (2009-2011) to discuss different conceptual
   positions concerning dyslexia. It compares medical notions of dyslexia
   with perspectives from childhood and disability studies to question the
   ways in which we encourage children, parents and professionals to
   understand dyslexia in educational settings. In so doing, it highlights
   a contrast between medical literature, social model perspectives and
   practical approaches among the contrasting work contexts of the partners
   of the GATE project. The paper indicates that the GATE partners found
   there was a lack of clarity concerning theory and policy on dyslexia
   across their countries. The paper compares different practices
   concerning dyslexia in Bulgaria, Spain, Italy, Turkey and Scotland and
   concludes there is a need to balance out impairment-specific approaches
   with those that are based on more political notions of inclusion,
   community and relationship-building.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Davis, JM (Reprint Author), Univ Edinburgh, St Johns St,Holyrood Rd, Edinburgh EH8 8AQ, Midlothian, Scotland.
   Davis, J. M., Univ Edinburgh, Edinburgh EH8 8AQ, Midlothian, Scotland.
   Deponio, P., Univ Edinburgh, Edinburgh EH8 8AQ, Midlothian, Scotland.}},
DOI = {{10.1080/13603116.2013.802023}},
ISSN = {{1360-3116}},
EISSN = {{1464-5173}},
Keywords = {{education; integration; childhood; disability; inclusion; dyslexia}},
Keywords-Plus = {{DISABILITY; CHILDREN; EXCLUSION; MODEL}},
Research-Areas = {{Education \& Educational Research}},
Web-of-Science-Categories  = {{Education \& Educational Research}},
Author-Email = {{john.davis@ed.ac.uk}},
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   Reed P., 1999, ED CHILD PSYCHOL, V16, P51.
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   Woodhead M, 2009, PALGRAVE HANDBOOK OF CHILDHOOD STUDIES, P46.}},
Number-of-Cited-References = {{100}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{9}},
Journal-ISO = {{Int. J. Incl. Educ.}},
Doc-Delivery-Number = {{AH0XL}},
Unique-ID = {{ISI:000335844000006}},
DA = {{2020-03-18}},
}

@article{ ISI:000359968000006,
Author = {Marshall, Caitlin},
Title = {{Crippled Speech}},
Journal = {{POSTMODERN CULTURE}},
Year = {{2014}},
Volume = {{24}},
Number = {{3, SI}},
Month = {{MAY}},
Abstract = {{QuietBob97 is an alaryngeal speaker who foregrounds prosthetic voices in
   a series of sound-only YouTube videos. With performances designed to
   retrain a listener's ear for different voices, QuietBob aspires to
   dismantle the stigma of un-naturalness that places the humanness of his
   voice (and his self) in question. This essay reads QuietBobe
   performative moves to develop a theory of crippled speech the
   representational crippling of speech and the concomitant
   desubjectification that attends bodies of vocal difference. Working
   between cup theory and Foucault's norm, crippled speech contributes to
   sound and disability studies a new paradigm for hearing and thinking
   vocal alterity.}},
Publisher = {{JOHNS HOPKINS UNIV PRESS}},
Address = {{JOURNALS PUBLISHING DIVISION, 2715 NORTH CHARLES ST, BALTIMORE, MD
   21218-4363 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Marshall, C (Reprint Author), Univ Calif Berkeley, Designated Emphasis New Media, Performance Studies, Berkeley, CA 94720 USA.
   Univ Calif Berkeley, Designated Emphasis New Media, Performance Studies, Berkeley, CA 94720 USA.}},
ISSN = {{1053-1920}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
Author-Email = {{caitlinmarshall@berkeley.edu}},
Cited-References = {{Barthes Roland, 1977, IMAGE MUSIC TEXT.
   Boynton Douglas C, 1996, FORBIDDEN SIGNS AM C.
   Bruegemann Brenda Jo, 1999, LEND ME YOUR EAR RHE.
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   Seibers Tobin, 2008, DISABILITY THEORY.
   Sterne Jonathan, 2011, ANN M AM ANTHR ASS M.
   Thomson Rosemarie Garland, 1997, EXTRAORDINARY BODIES.}},
Number-of-Cited-References = {{26}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Postmod. Cult.}},
Doc-Delivery-Number = {{CP6AZ}},
Unique-ID = {{ISI:000359968000006}},
DA = {{2020-03-18}},
}

@article{ ISI:000334907000011,
Author = {Whitburn, Ben},
Title = {{The indelible ink of the special stamp: an insider's research essay on
   imprints and erasures}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{4}},
Pages = {{624-637}},
Month = {{APR 21}},
Abstract = {{The medical profession ascribes otherness to people with disabilities
   through diagnosis and expertism, which sets in motion discursive powers
   that oversee their exclusion through schooling and beyond. In this
   paper, I present a narrative pieced together from personal experiences
   of ducking and weaving the deficit discourse in `inclusive' education,
   when seeking employment and in day-to-day family interaction as a person
   with severely impaired vision. This work builds on previous qualitative
   research I conducted in Queensland, Australia with a group of young
   people with impaired vision who attended an inclusive secondary school.
   I frame this discussion using Foucault's conception of normalising
   judgement against the hegemony of normalcy, and consider that inclusion
   for people with disabilities is reminiscent of a haunting. Through this
   analysis, I demonstrate how my ideology is formed, and how it in turn
   shapes a research agenda geared toward seeking greater inclusion for
   young people with disabilities in schools.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Whitburn, B (Reprint Author), Deakin Univ, Fac Arts \& Educ, Melbourne, Vic, Australia.
   Deakin Univ, Fac Arts \& Educ, Melbourne, Vic, Australia.}},
DOI = {{10.1080/09687599.2013.844097}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{hauntology; normalising judgement; deficit discourse; inclusive
   education; narrative; critical disability studies}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{b.whitburn@deakin.edu.au}},
ORCID-Numbers = {{Whitburn, Ben/0000-0003-3137-2803}},
Cited-References = {{Allan, 2008, RETHINKING INCLUSIVE.
   Allan J, 2004, EDUC PHILOS THEORY, V36, P417, DOI DOI 10.1111/J.1469-5812.2004.00078.X.
   {[}Anonymous], 2011, MISS STAT.
   Apple M. W., 2013, CAN ED CHANGE SOC.
   Ball S. J., 2006, ED POLICY SOCIAL CLA.
   BARTON L, 1999, INT J INCLUSIVE EDUC, V3, P3, DOI DOI 10.1080/136031199285147.
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   Benjamin S., 2002, MICROPOLITICS INCLUS.
   Bolt D, 2012, ROUTLEDGE HDB DISABI, P287.
   Brantlinger E., 2004, IDEOLOGY POLITICS IN, P11.
   Brantlinger E., 2009, HDB SOCIAL JUSTICE E, P400.
   Clarke A, 2005, SITUATIONAL ANAL GRO.
   Clough P., 2000, THEORIES INCLUSIVE E, P1.
   Davis Lennard J, 1995, ENFORCING NORMALCY D.
   Derrida Jacques, 1994, SPECTERS MARX STATE.
   Derrida Jacques, 1990, CARDOZO LAW REV, V11, P919.
   Devlin Richard, 2006, CRITICAL DISABILITY, P1, DOI DOI 10.1017/S0829320100009182.
   Edgerton RB, 1967, CLOAK COMPETENCE STI.
   Erevelles N, 2011, DISABILITY DIFFERENC.
   Florian L., 2010, PSYCHOL ED REV, V34, P22.
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   Foucault M., 1977, DISCIPLINE PUNISH BI.
   Galer D, 2012, DISABILITY STUDIES Q, V32, P17.
   Garland-Thomson Rosemarie., 1997, EXTRAORDINARY BODIES.
   Glaser B., 1967, DISCOVERY GROUNDED T.
   Gough Noel, 2010, IMAGINATION ED THEOR, P42.
   Graham L., 2008, EDUC PHILOS THEORY, V40, P277, DOI DOI 10.1111/J.1469-5812.2007.00331.X.
   Hehir T, 2002, HARVARD EDUC REV, V72, P1.
   Hodkinson A, 2012, BRIT J SPEC EDUC, V39, P4, DOI 10.1111/j.1467-8578.2012.00532.x.
   Hodkinson A, 2012, DISABIL SOC, V27, P675, DOI 10.1080/09687599.2012.673078.
   Marx K, 2008, COMMUNIST MANIFESTO.
   Metherell L., 2011, DISABILITY SECTOR FI.
   Michalko R, 2008, DISABILITY POLITICS, P401.
   Oliver M., 2009, UNDERSTANDING DISABI.
   Paradise AW, 2002, J SOC CLIN PSYCHOL, V21, P345, DOI 10.1521/jscp.21.4.345.22598.
   Rioux M. H., 1997, DISABILITY STUDIES P, P99.
   Shakespeare W., 2009, HAMLET.
   Slee R, 2011, FOUND FUTURES EDUC, P1.
   Smith B, 2008, DISABIL SOC, V23, P17, DOI 10.1080/09687590701725542.
   Snyder S. L., 2007, J LIT DISABILITY, V1, P1, DOI DOI 10.3828/JLCDS.1.1.2.
   Tuttle N. R., 2004, SELF ESTEEM ADJUSTIN.
   United Nations, 2006, CONV RIGHTS PERS DIS.
   Vision Australia, 2010, ACC EMPL BRAILL LIT.
   Whitburn B, 2013, AUSTRALAS J SPEC EDU, V37, P147, DOI 10.1017/jse.2013.12.
   Whitburn B, 2014, J RES SPEC EDUC NEED, V14, P3, DOI 10.1111/1471-3802.12014.}},
Number-of-Cited-References = {{45}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AF7PM}},
Unique-ID = {{ISI:000334907000011}},
DA = {{2020-03-18}},
}

@article{ ISI:000334907000012,
Author = {Vehmas, Simo and Watson, Nick},
Title = {{Moral wrongs, disadvantages, and disability: a critique of critical
   disability studies}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{4}},
Pages = {{638-650}},
Month = {{APR 21}},
Abstract = {{Critical disability studies (CDS) has emerged as an approach to the
   study of disability over the last decade or so and has sought to present
   a challenge to the predominantly materialist line found in the more
   conventional disability studies approaches. In much the same way that
   the original development of the social model resulted in a necessary
   correction to the overly individualized accounts of disability that
   prevailed in much of the interpretive accounts which then dominated
   medical sociology, so too has CDS challenged the materialist line of
   disability studies. In this paper we review the ideas behind this
   development and analyse and critique some of its key ideas. The paper
   starts with a brief overview of the main theorists and approaches
   contained within CDS and then moves on to normative issues; namely, to
   the ethical and political applicability of CDS.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vehmas, S (Reprint Author), Univ Helsinki, Helsinki, Finland.
   Vehmas, Simo, Univ Helsinki, Helsinki, Finland.
   Watson, Nick, Univ Glasgow, Glasgow, Lanark, Scotland.}},
DOI = {{10.1080/09687599.2013.831751}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{justice; political philosophy; ethics; critical disability studies}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{simo.vehmas@helsinki.fi}},
ORCID-Numbers = {{Watson, Nicholas/0000-0002-0364-427X}},
Cited-References = {{Anderson Elizabeth, 2010, MEASURING JUSTICE PR, P81, DOI DOI 10.1017/CBO9780511810916.
   Burchardt T, 2004, DISABIL SOC, V19, P735, DOI 10.1080/0968759042000284213.
   Campbell F. K., 2009, CONTOURS ABLEISM.
   Campbell K. F., 2009, DISABILITIES INSIGHT, VI, P19.
   Carel H, 2008, ILLNESS.
   Corker M, 1999, DISABIL SOC, V14, P627, DOI 10.1080/09687599925984.
   CORKER M, 1998, DEAF DISABLED DEAFNE.
   Davis Lennard J., 2010, DISABILITY STUDIES R, P3.
   Eshleman A, 2009, STANFORD ENCY PHILOS.
   Foucault M., 1997, POLITICS TRUTH, P41.
   Fraser N, 2000, NEW LEFT REV, P107.
   Goodley D., 2011, DISABILITY STUDIES I.
   Lister Ruth, 1998, EUR J SOC THEORY, V1, P71, DOI DOI 10.1177/136843198001001006.
   Marmot M, 2010, FAIR SOC HLTH LIVES.
   McRuer R., 2010, DISABILITY STUDIES R, V3, P383.
   Meekosha H., 2009, AUSTR J HUMAN RIGHTS, V15, P47, DOI DOI 10.1080/1323238X.2009.11910861.
   Meekosha H, 2011, DISABIL SOC, V26, P667, DOI 10.1080/09687599.2011.602860.
   MORRIS J, 1991, PRIDE PREJUDICE.
   Nussbaum Martha, 2006, FRONTIERS JUSTICE DI.
   Pogge Thomas, 2010, MEASURING JUSTICE PR, p{[}17, 19], DOI DOI 10.1017/CBO9780511810916.
   Rawls J., 1971, THEORY JUSTICE.
   Robeyns I., 2010, MEASURING JUSTICE PR, P1, DOI DOI 10.1017/CBO9780511810916.
   Robeyns Ingrid, 2011, STANFORD ENCY PHILOS.
   Sayer A, 2011, WHY THINGS MATTER PE.
   Shakespeare T., 2010, NEW DIRECTIONS SOCIO, P57.
   Shakespeare T., 2001, HDB DISABILITY STUDI, P546.
   Shakespeare T., 2006, DISABILITY RIGHTS WR.
   Shildrick Margrit, 2012, ROUTLEDGE HDB DISABI, p{[}30, 36], DOI DOI 10.4324/9780203144114.CH3.
   Stone D., 1984, DISABLED STATE.
   Thomas C., 1999, FEMALE FORMS EXPERIE.
   Thomas C., 2007, SOCIOLOGIES DISABILI.
   Vehmas S, 2004, MENT RETARD, V42, P209, DOI 10.1352/0047-6765(2004)42<209:EAOTCO>2.0.CO;2.
   Vehmas S., 2003, NEW REV BIOETHICS, V1, P127.
   WALBY S, 2009, GLOBALISATION INEQUA.
   Wilkinson R., 2010, SPIRIT LEVEL.
   Wolff J, 2007, DISADVANTAGE.
   Wolff Jonathan, 2009, DISABILITY DISADVANT, P112.}},
Number-of-Cited-References = {{37}},
Times-Cited = {{54}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{23}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AF7PM}},
Unique-ID = {{ISI:000334907000012}},
OA = {{Green Accepted, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000334907000013,
Author = {Kalfa, Ora},
Title = {{Disability, pain and love in Jewish cosmology?}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{4}},
Pages = {{651-654}},
Month = {{APR 21}},
Abstract = {{Individuals with disabilities face numerous barriers that limit their
   inclusion within the Jewish community (Trieschmann 2001). While many
   Jewish communities have progressed and moved towards an attitude of
   `acceptance' and `tolerance' for people with disabilities out of
   religious obligation, it is often a practice without the spiritual
   ethical governing force and guiding principles of respect, equality, and
   human rights (Shatz and Wolowelsky 2004). People with disabilities are
   stereotyped as dependent, draining, incompetent, pitiful, victims,
   freaks, angels, embarrassments, innocent, pathetic, and asexual social
   burdens (Nario-Redmond 2010). What is lacking is the consideration of
   people with disabilities as human beings. This injustice is most
   evident, painful, and damaging at an individual and communal level when
   it comes to Jewish singles and their pursuit of intimate relationships.
   A central Jewish value, right, and goal, one that is strongly promoted
   in Israeli society, is that of committed intimate relationships.
   However, this value does not apply to people with disabilities}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.1080/09687599.2014.894750}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{Jewish community; disability studies; relationships; disability}},
Keywords-Plus = {{PHYSICAL-DISABILITIES; WOMEN}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{kalfaorap@yahoo.ca}},
Cited-References = {{Howland CA, 2001, SEX DISABIL, V19, P41, DOI 10.1023/A:1010768804747.
   Jones M, 2004, J RELIG DISABILITY H, V8, P55.
   Kondrat A. L., 2003, HEALTH COMMUN, V15, P331.
   Lloyd M, 2001, SOCIOLOGY, V35, P715, DOI 10.1177/S0038038501000360.
   Nario-Redmond MR, 2010, BRIT J SOC PSYCHOL, V49, P471, DOI 10.1348/014466609X468411.
   Nosek MA, 2001, J REHABIL, V67, P20.
   Rinatala D. H., 1997, SEX DISABIL, V15, P219.
   Shatz D., 2004, MIND BODY JUDAISM IN.
   Siegel M. K., 2001, J RELIG HLTH DISABIL, V5, P29.
   Trieschmann RB, 2001, J REHABIL, V67, P26.}},
Number-of-Cited-References = {{10}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AF7PM}},
Unique-ID = {{ISI:000334907000013}},
DA = {{2020-03-18}},
}

@article{ ISI:000334907000014,
Author = {Hodge, Nick},
Title = {{Unruly bodies at conference}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{4}},
Pages = {{655-658}},
Month = {{APR 21}},
Abstract = {{Academic conferences embody a set of prescribed regulative practices.
   This article considers some of the tensions that arise when these
   normative expectations are disrupted by unruly bodies. As scholars of
   disability studies we lament the lack of understanding within an ableist
   society that is resistant to change. In this article, however, I invite
   us to explore closer to home to consider how unruly bodies might enable
   reflection on how disability is created even within our own `expert'
   environments. It is argued here that new ways of conceptualising and
   accommodating behaviour at conference are required if these are to
   exemplify the inclusive and welcoming spaces desired by us all.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Hodge, N (Reprint Author), Sheffield Hallam Univ, Autism Ctr, Sheffield S1 1WB, S Yorkshire, England.
   Sheffield Hallam Univ, Autism Ctr, Sheffield S1 1WB, S Yorkshire, England.}},
DOI = {{10.1080/09687599.2014.894749}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{conferences; disabling responses; unruly bodies; disability studies;
   ableism; normalcy}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{N.S.Hodge@shu.ac.uk}},
Cited-References = {{Erevelles N., 2000, EDUC THEORY, V50, P25, DOI {[}10.1111/j.1741-5446.2000.00025.x, DOI 10.1111/J.1741-5446.2000.00025.X].}},
Number-of-Cited-References = {{1}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{3}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AF7PM}},
Unique-ID = {{ISI:000334907000014}},
OA = {{Green Accepted, Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000334907000002,
Author = {Groce, Nora},
Title = {{Disability and the League of Nations: the Crippled Child's Bill of
   Rights and a call for an International Bureau of Information, 1931}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{4}},
Pages = {{503-515}},
Month = {{APR 21}},
Abstract = {{In Disability Studies the evolution of conceptual models is often
   portrayed as linear, with a nineteenth-century charity model shifting to
   the medical model that dominated disability discourse in the twentieth
   century. This is then assumed to be largely unchallenged until the
   1970s, when an emergent Disability Rights Movement re-framed issues into
   the social model, from which evolved a rights-based model. This paper
   documents two early efforts to address disability issues submitted to
   the League of Nations: the Crippled Child's Bill of Rights in 1931 and a
   `Memorial' requesting the establishment of an International Bureau of
   Information on Crippled Children in 1929. Neither submission achieved
   its stated goals, yet both reflect early attempts to place disability
   within wider social contexts.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Groce, N (Reprint Author), UCL, Dept Epidemiol \& Publ Hlth, London, England.
   UCL, Dept Epidemiol \& Publ Hlth, London, England.}},
DOI = {{10.1080/09687599.2013.831752}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{UN Convention on the Rights of Persons with Disabilities; social model;
   League of Nations; history of disability; conceptual models}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{nora.groce@ucl.ac.uk}},
ORCID-Numbers = {{Groce, Nora/0000-0002-7885-7042}},
Cited-References = {{Allen E., 1923, CRIPPLED CHILD, V1, P3.
   Allen E., 1925, CRIPPED CHILD, V2, P5.
   {[}Anonymous], 1929, ROTARIAN         MAR.
   Enable, 2012, UN EN WEBS DEV HUM R.
   Gallagher Hugh Gregory, 1985, FDRS SPLENDID DECEPT.
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   Gregg S., 1922, ROTARIAN         OCT, P180.
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   Groce Nora, 2002, CHARITY DISABILITY R.
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   King P, 1936, 3 WORLD C BUD INT SO.
   Oliver M., 2009, UNDERSTANDING DISABI.
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   United Nations, 1950, SOC REH PHYS HAND.
   United Nations, 2006, CONV RIGHTS PERS DIS.}},
Number-of-Cited-References = {{22}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AF7PM}},
Unique-ID = {{ISI:000334907000002}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000347234700005,
Author = {Zibricky, C. Dawn},
Title = {{New knowledge about motherhood: An autoethnography on raising a disabled
   child}},
Journal = {{JOURNAL OF FAMILY STUDIES}},
Year = {{2014}},
Volume = {{20}},
Number = {{1}},
Pages = {{39-47}},
Month = {{APR}},
Abstract = {{This inquiry examines my personal experience of motherhood as it relates
   to raising a disabled child. Through the methodology of autoethnography,
   stories and narratives where examined to expose my marginalized position
   within the realm of motherhood Two critical theoretical frameworks,
   motherhood studies and disability studies where used to uncover new
   knowledge about the culture of motherhood New themes included intense
   judgment, predictability, disappointment and the fear of letting go'.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Zibricky, CD (Reprint Author), Elmhurst Coll, Deicke Ctr Nursing Educ, Elmhurst, IL 60126 USA.
   Elmhurst Coll, Deicke Ctr Nursing Educ, Elmhurst, IL 60126 USA.}},
DOI = {{10.5172/jfs.2014.20.1.39}},
ISSN = {{1322-9400}},
EISSN = {{1839-3543}},
Keywords = {{Motherhood; motherhood studies; disability studies; marginalization;
   autoethnography}},
Keywords-Plus = {{DISABILITY}},
Research-Areas = {{Family Studies}},
Web-of-Science-Categories  = {{Family Studies}},
Author-Email = {{dzibricky@elmhurst.edu}},
Cited-References = {{{[}Anonymous], 2010, 21 CENTURY MOTHERHOO.
   Appell Annette R., 1998, BAD MOTHERS POLITICS, P356.
   Badinter E., 1980, MYTH MOTHERHOOD HIST.
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   Charlton J., 2010, DISABILITY STUDIES R, P147.
   Cory RC, 2010, J POSTSECOND EDUC DI, V23, P29.
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   Duquaine-Watson J., 2010, MOTHERS WHO DELIVER, P191.
   Ellis C., 2004, ETHNOGRAPHIC.
   ELLIS Carolyn, 2010, FORUM QUALITATIVE SO, V12, P1, DOI DOI 10.17169/FQS-12.1.1589.
   Epstein R., 2010, 21 CENTURY MOTHERHOO, P90.
   Feldman M, 2007, J INTELL DISABIL RES, V51, P606, DOI 10.1111/j.1365-2788.2006.00941.x.
   Fenton Stitt J., 2010, MOTHERS WHO DELIVER.
   FINKLESTEIN V, 1980, ATTITUDES DISABLED P.
   Gill C., 2001, HDB DISABILITY STUDI, P351, DOI DOI 10.4135/9781412976251.N14.
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   Hahn Harlan, 1997, DISABILITY STUDIES R, P172.
   Hays S., 1996, CULTURAL CONTRADICTI.
   Health Reform, 2010, AB THE NEW LAW.
   Ladd-Taylor Molly, 1998, BAD MOTHERS POLITICS.
   Landsman G. H., 2009, RECONSTRUCTING MOTHE.
   Longmore Paul K., 2003, WHY I BURNED MY BOOK.
   Maushart S., 1999, MASK MOTHERHOOD BECO.
   Oliver M., 1991, SOCIAL WORK DISABLED.
   Oliver M., 1990, POLITICS DISABLEMENT.
   Panitch M., 2008, DISABILITY MOTHERS O.
   Pearlman S. F., 2010, 21 CENTURY MOTHERHOO, P72.
   Peukert J., 2010, MOTHERS WHO DELIVER, P191.
   Priestley M., 2001, DISABILITY LIFE COUR.
   Read J., 2000, DISABILITY FAMILY SO.
   Rich AC, 1986, WOMAN BORN MOTHERHOO.
   Rothman Barbara Katz, 1989, RECREATING MOTHERHOO.
   RUDDICK S, 1982, RETHINKING FAMILY SO, P76.
   Ruddick Sara, 1989, MATERNAL THINKING PO.
   Rutgers AH, 2007, J ABNORM CHILD PSYCH, V35, P859, DOI 10.1007/s10802-007-9139-y.
   Ryan S., 2005, CHILDRENS GEOGRAPHIE, V3, P291, DOI DOI 10.1080/14733280500352920.
   Social Security Administration, 2012, UND SUPPL SEC INC SS.
   TRAUSTADOTTIR R, 1991, J FAM ISSUES, V12, P211, DOI 10.1177/019251391012002005.
   US Bureau of Labor Statistics, 2012, OFF DIS EMPL POL.
   Vasquez J. M., 2010, 21 CENTURY MOTHERHOO, P23.}},
Number-of-Cited-References = {{42}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{J. Fam. Stud.}},
Doc-Delivery-Number = {{AX9PQ}},
Unique-ID = {{ISI:000347234700005}},
DA = {{2020-03-18}},
}

@article{ ISI:000343986600004,
Author = {Ferrante, Carolina},
Title = {{Body, disability, and stigma in the origins of the field of adapted
   sport in the city of Buenos Aires, 1950-1961: a mere interiorization of
   a devalued identity?}},
Journal = {{HISTORIA CIENCIAS SAUDE-MANGUINHOS}},
Year = {{2014}},
Volume = {{21}},
Number = {{2}},
Pages = {{421-437}},
Month = {{APR-JUN}},
Abstract = {{Although adapted sport is considered the main integrator of people with
   disabilities, Disability Studies argues that it reinforces the
   oppression suffered by this group. However, these positions do not
   historically reconstruct the ethos constructed in sport. In order to
   contribute to this discussion, I analyze here the ways of thinking about
   and experiencing disability that were constructed in the origins of the
   field of adapted sport, in the city of Buenos Aires, from 1950 to 1961.
   Thus, I begin by analyzing the content of publications of the first
   clubs for people with disabilities and in-depth interviews with
   protagonists of the origins of adapted sport and local physiatry.}},
Publisher = {{FUNDACO OSWALDO CRUZ}},
Address = {{AV BRASIL 4365, 21045-900 RIO DE JANEIRO, RJ, BRAZIL}},
Type = {{Article}},
Language = {{Portuguese}},
Affiliation = {{Ferrante, C (Reprint Author), Univ Catolica Norte, Escuela Psicol, Fondo Nacl Desarrollo Cient \& Tecnol, Av Angamos 610, Antofagasta 1270709, Chile.
   Univ Catolica Norte, Escuela Psicol, Fondo Nacl Desarrollo Cient \& Tecnol, Antofagasta 1270709, Chile.}},
DOI = {{10.1590/S0104-59702014000200004}},
ISSN = {{0104-5970}},
EISSN = {{1678-4758}},
Keywords = {{body; disability; adapted sports; Disability Studies; stigma}},
Research-Areas = {{History \& Philosophy of Science}},
Web-of-Science-Categories  = {{History \& Philosophy Of Science}},
Author-Email = {{caferrante@gmail.com}},
Cited-References = {{Abberley P., 2008, SUPERAR BARRERAS DIS, P34.
   ADELANTE, 1958, EN MARCHA ORGANO OFI, P1.
   ALEGRO, 1950, CRTICA.
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   VIVIR, 1969, REVISTA DEL CLUB MAR, P5.}},
Number-of-Cited-References = {{48}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Hist. Cienc. Saude-Manguinhos}},
Doc-Delivery-Number = {{AS0RX}},
Unique-ID = {{ISI:000343986600004}},
OA = {{DOAJ Gold, Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000333427800010,
Author = {Pagan-Rodriguez, Ricardo},
Title = {{How do disabled individuals spend their leisure time?}},
Journal = {{DISABILITY AND HEALTH JOURNAL}},
Year = {{2014}},
Volume = {{7}},
Number = {{2}},
Pages = {{196-205}},
Month = {{APR}},
Abstract = {{Background: Despite the important role that leisure time plays in
   individuals' health, wellness and quality of life, the disability
   studies addressing leisure remain extremely limited.
   Objective/hypothesis: Examine how people with disabilities allocate
   their time to leisure activities as compared to their non-disabled
   counterparts.
   Methods: Using data at an individual level from the Time Use Survey for
   Spain in 2002-2003 and the social model of disability as a framework, we
   estimate the determinants of time (minutes per day) spent on three
   aggregate categories (active, passive and social activities) for
   non-disabled, non-limited disabled and limited disabled individuals.
   Results: Individuals who are limited in their daily activities are more
   likely to allocate their time to passive leisure (e. g. reading,
   television, video, and radio) and less likely to spend their time in
   social entertainment (e. g. theater, culture, and social events) as
   compared to non-disabled individuals. In addition, we find significant
   differences in minutes per day spent on leisure activities by gender,
   age, marital status and number of children.
   Conclusions: Accessible facilities and leisure installations as well as
   actions aimed at combating barriers and discrimination practices are
   needed to encourage participation in physical activity and social
   entertainment of people with disabilities. It is necessary to define,
   adapt and implement specific leisure activities that allow people with
   disabilities to fully participate in these activities and increase their
   levels of social integration and life satisfaction. (C) 2014 Elsevier
   Inc. All rights reserved.}},
Publisher = {{ELSEVIER SCIENCE INC}},
Address = {{STE 800, 230 PARK AVE, NEW YORK, NY 10169 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Pagan-Rodriguez, R (Reprint Author), Univ Malaga, Appl Econ Dept, Plaza El Ejido S-N, E-29071 Malaga, Spain.
   Univ Malaga, Appl Econ Dept, E-29071 Malaga, Spain.}},
DOI = {{10.1016/j.dhjo.2014.01.001}},
ISSN = {{1936-6574}},
EISSN = {{1876-7583}},
Keywords = {{Leisure; Time use; Disability; Spain}},
Keywords-Plus = {{RECREATION FACILITIES; PHYSICAL-ACTIVITY; DISABILITY; PEOPLE;
   PARTICIPATION; WORK; HEALTH; ALLOCATION; FITNESS; GENDER}},
Research-Areas = {{Health Care Sciences \& Services; Public, Environmental \& Occupational
   Health; Rehabilitation}},
Web-of-Science-Categories  = {{Health Care Sciences \& Services; Health Policy \& Services; Public,
   Environmental \& Occupational Health; Rehabilitation}},
Author-Email = {{rpr@uma.es}},
ResearcherID-Numbers = {{Pagan, Ricardo/AAF-4906-2020}},
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Number-of-Cited-References = {{48}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{39}},
Journal-ISO = {{Disabil. Health J.}},
Doc-Delivery-Number = {{AD7FM}},
Unique-ID = {{ISI:000333427800010}},
DA = {{2020-03-18}},
}

@article{ ISI:000333056100007,
Author = {Stinson, Michael S. and Elliot, Lisa B. and Easton, Donna},
Title = {{Deaf/Hard-of-Hearing and Other Postsecondary Learners Retention of STEM
   Content With Tablet Computer-Based Notes}},
Journal = {{JOURNAL OF DEAF STUDIES AND DEAF EDUCATION}},
Year = {{2014}},
Volume = {{19}},
Number = {{2}},
Pages = {{251-269}},
Month = {{APR}},
Abstract = {{Four groups of postsecondary students, 25 who were deaf/hard of hearing
   (D/HH), 25 with a learning disability, 25 who were English language
   learners (ELLs), and 25 without an identified disability studied notes
   that included text and graphical information based on a physics or a
   marine biology lecture. The latter 3 groups were normally hearing. All
   groups had higher scores on post- than on pretests for each lecture,
   with each group showing generally similar gains in amount of material
   learned from the pretest to the posttest. For each lecture, the D/HH
   students scored lower on the pre- and posttests than the other 3 groups
   of participants. Results indicated that students acquired measurable
   amounts of information from studying these types of notes for relatively
   short periods and that the notes have equal potential to support the
   acquisition of information by each of these groups of students.}},
Publisher = {{OXFORD UNIV PRESS}},
Address = {{GREAT CLARENDON ST, OXFORD OX2 6DP, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Stinson, MS (Reprint Author), Rochester Inst Technol, 52 Lomb Mem Dr, Rochester, NY 14623 USA.
   Stinson, Michael S.; Elliot, Lisa B.; Easton, Donna, Rochester Inst Technol, Rochester, NY 14623 USA.}},
DOI = {{10.1093/deafed/ent049}},
ISSN = {{1081-4159}},
EISSN = {{1465-7325}},
Keywords-Plus = {{SCIENCE-EDUCATION; SIGN-LANGUAGE; STUDENTS; TEXT; DEAF; COMPREHENSION;
   DISABILITIES; BENEFITS}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{Michael.Stinson@rit.ed}},
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Number-of-Cited-References = {{55}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{32}},
Journal-ISO = {{J. Deaf Stud. Deaf Educ.}},
Doc-Delivery-Number = {{AD2HT}},
Unique-ID = {{ISI:000333056100007}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000333667700015,
Author = {Golovics, Petra A. and Mandel, Michael D. and Lovasz, Barbara D. and
   Lakatos, Peter L.},
Title = {{Inflammatory bowel disease course in Crohn's disease: Is the natural
   history changing?}},
Journal = {{WORLD JOURNAL OF GASTROENTEROLOGY}},
Year = {{2014}},
Volume = {{20}},
Number = {{12}},
Pages = {{3198-3207}},
Month = {{MAR 28}},
Abstract = {{Crohn's disease (CD) is a multifactorial potentially debilitating
   disease. It has a variable disease course, but the majority of patients
   eventually develop penetrating or stricturing complications leading to
   repeated surgeries and disability. Studies on the natural history of CD
   provide invaluable data on its course and clinical predictors, and may
   help to identify patient subsets based on clinical phenotype. Most data
   are available from referral centers, however these outcomes may be
   different from those in population- based cohorts. New data suggest the
   possibility of a change in the natural history in Crohn's disease, with
   an increasing percentage of patients diagnosed with inflammatory disease
   behavior. Hospitalization rates remain high, while surgery rates seem to
   have decreased in the last decade. In addition, mortality rates still
   exceed that of the general population. The impact of changes in
   treatment strategy, including increased, earlier use of
   immunosuppressives, biological therapy, and patient monitoring on the
   natural history of the disease are still conflictive. In this review
   article, the authors summarize the available evidence on the natural
   history, current trends, and predictive factors for evaluating the
   disease course of CD. (c) 2014 Baishideng Publishing Group Co., Limited.
   All rights reserved.}},
Publisher = {{BAISHIDENG PUBLISHING GROUP INC}},
Address = {{8226 REGENCY DR, PLEASANTON, CA 94588 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lakatos, PL (Reprint Author), Semmelweis Univ, Dept Med 1, Koranyi S 2-A, H-1083 Budapest, Hungary.
   Golovics, Petra A.; Mandel, Michael D.; Lovasz, Barbara D.; Lakatos, Peter L., Semmelweis Univ, Dept Med 1, H-1083 Budapest, Hungary.}},
DOI = {{10.3748/wjg.v20.i12.3198}},
ISSN = {{1007-9327}},
EISSN = {{2219-2840}},
Keywords = {{Crohn's disease; Natural history; Surgery; Mortality; Disease course;
   Inflammatory bowel disease}},
Keywords-Plus = {{CAUSE-SPECIFIC MORTALITY; LONG-TERM PROGNOSIS; CLINICAL-COURSE;
   HOSPITALIZATION RATES; ULCERATIVE-COLITIS; INCEPTION COHORT; WESTERN
   HUNGARY; UNITED-STATES; RISK-FACTORS; PHENOTYPE}},
Research-Areas = {{Gastroenterology \& Hepatology}},
Web-of-Science-Categories  = {{Gastroenterology \& Hepatology}},
Author-Email = {{lakatos.peter\_laszlo@med.semmelweis-univ.hu}},
ResearcherID-Numbers = {{Lakatos, Peter L/B-2131-2008
   Lakatos, Peter/Q-4797-2019}},
ORCID-Numbers = {{Lakatos, Peter L/0000-0002-3948-6488
   Lakatos, Peter/0000-0002-3948-6488}},
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Number-of-Cited-References = {{66}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{World J. Gastroenterol.}},
Doc-Delivery-Number = {{AE0PH}},
Unique-ID = {{ISI:000333667700015}},
OA = {{Green Published, Other Gold}},
DA = {{2020-03-18}},
}

@article{ ISI:000333949600010,
Author = {Jonasson, Mikael},
Title = {{The AKKA-board - performing mobility, disability and innovation}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{3}},
Pages = {{477-490}},
Month = {{MAR 16}},
Abstract = {{This study involves a mobility device with relevance for health and
   well-being for severely disabled persons. The purpose of this study is
   to examine some of the geographical, innovative and existential
   implications of the performance of place through mobility that the
   AKKA-board produces for severely disabled people. What does mobility and
   place mean in terms of supporting human skills that are being performed
   with the help of the AKKA-board? It is concluded that mobility in terms
   of a self-controlled movement is connected to enabling individual
   decision-making, independence and well-being.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jonasson, M (Reprint Author), Halmstad Univ, Dept Social \& Hlth Sci, Halmstad, Sweden.
   Halmstad Univ, Dept Social \& Hlth Sci, Halmstad, Sweden.}},
DOI = {{10.1080/09687599.2013.823079}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability studies; disability; open innovation; mobility; existential
   implications; performativity; human geography}},
Keywords-Plus = {{MOTHERING CHILDREN; LIVES}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{Mikael.Jonasson@hh.se}},
ResearcherID-Numbers = {{Ring, Mikael/H-5362-2012}},
ORCID-Numbers = {{Ring, Mikael/0000-0002-2972-6273}},
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Number-of-Cited-References = {{57}},
Times-Cited = {{3}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{8}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AE4JV}},
Unique-ID = {{ISI:000333949600010}},
DA = {{2020-03-18}},
}

@article{ ISI:000337966100010,
Author = {Vandekinderen, Caroline and Roets, Griet and Van Hove, Geert},
Title = {{The Researcher and the Beast: Uncovering Processes of Othering and
   Becoming Animal in Research Ventures in the Field of Critical Disability
   Studies}},
Journal = {{QUALITATIVE INQUIRY}},
Year = {{2014}},
Volume = {{20}},
Number = {{3}},
Pages = {{296-316}},
Month = {{MAR}},
Abstract = {{In this article, we discuss not only the complexity of some difficult
   ethical issues but also the peculiar and reciprocal engagements that
   emerged during the research process carried out with Jimmy Sax, along
   with the ways in which we have attempted to deal with the ethics of
   research to avoid a reproduction of processes of Othering in the field
   of critical disability studies. In the existing body of qualitative
   research literature, an increasing number of researchers document their
   experience of the issue of situational and relational research ethics.
   However, since research evolves as an activity embedded in social,
   political, and historical contexts, we argue that qualitative
   researchers should also embrace sociopolitical research ethics. In that
   vein, inspired by poststructuralist (and) feminist philosophers, we
   identify and discuss two different conceptualizations of research
   ethics, referring to care for the other and care of the self.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Vandekinderen, C (Reprint Author), Univ Ghent, FPPW, Dept Special Educ, Henri Dunantlaan 2, B-9000 Ghent, Belgium.
   Vandekinderen, Caroline; Van Hove, Geert, Univ Ghent, Dept Special Educ, B-9000 Ghent, Belgium.
   Roets, Griet, Univ Ghent, Dept Social Welf Studies, B-9000 Ghent, Belgium.}},
DOI = {{10.1177/1077800413489267}},
ISSN = {{1077-8004}},
EISSN = {{1552-7565}},
Keywords = {{research ethics; critical disability studies; poststructuralism; care of
   the self; becoming animal}},
Keywords-Plus = {{SELF; RECOVERY; ETHICS; THINKING; BAKHTIN; PEOPLE; VOICE}},
Research-Areas = {{Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Social Sciences, Interdisciplinary}},
Author-Email = {{caroline.vandekinderen@ugent.be}},
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Number-of-Cited-References = {{84}},
Times-Cited = {{8}},
Usage-Count-Last-180-days = {{2}},
Usage-Count-Since-2013 = {{21}},
Journal-ISO = {{Qual. Inq.}},
Doc-Delivery-Number = {{AJ8OR}},
Unique-ID = {{ISI:000337966100010}},
DA = {{2020-03-18}},
}

@article{ ISI:000333670400013,
Author = {Emens, Elizabeth F.},
Title = {{What's Left in Her Wake: In Honor of Adrienne Asch}},
Journal = {{HASTINGS CENTER REPORT}},
Year = {{2014}},
Volume = {{44}},
Number = {{2}},
Pages = {{19-21}},
Month = {{MAR}},
Abstract = {{In 1987, Adrienne Asch published a short essay entitled ``What's Missing
   (or What I Haven't Found Yet).{''} The essay sketched an agenda for
   future research in disability studies by cataloguing the questions she
   wished had been answered and the research she wished had been conducted
   thus far in the field. My tribute to Adrienne, written just over
   twenty-five years later, charts a similar path.
   In this short essay, I will not rehearse the questions that Adrienne set
   out in the pages of the Disability Studies Quarterly in 1987. Nor will I
   highlight the many ways the gaps in the field have been partially filled
   in the intervening years, as Adrienne surely appreciated by the time of
   her death. I will instead follow Adrienne's inspiring example of asking
   hard questions.}},
Publisher = {{WILEY-BLACKWELL}},
Address = {{111 RIVER ST, HOBOKEN 07030-5774, NJ USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Emens, EF (Reprint Author), Columbia Law Sch, New York, NY 10025 USA.
   Columbia Law Sch, New York, NY 10025 USA.}},
DOI = {{10.1002/hast.283}},
ISSN = {{0093-0334}},
EISSN = {{1552-146X}},
Research-Areas = {{Social Sciences - Other Topics; Health Care Sciences \& Services;
   Medical Ethics; Biomedical Social Sciences}},
Web-of-Science-Categories  = {{Ethics; Health Care Sciences \& Services; Medical Ethics; Social
   Sciences, Biomedical}},
Number-of-Cited-References = {{0}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Hastings Cent. Rep.}},
Doc-Delivery-Number = {{AE0QG}},
Unique-ID = {{ISI:000333670400013}},
DA = {{2020-03-18}},
}

@article{ ISI:000333097000003,
Author = {Murray, Christopher and Lombardi, Allison and Kosty, Derek},
Title = {{Profiling Adjustment Among Postsecondary Students With Disabilities: A
   Person-Centered Approach}},
Journal = {{JOURNAL OF DIVERSITY IN HIGHER EDUCATION}},
Year = {{2014}},
Volume = {{7}},
Number = {{1}},
Pages = {{31-44}},
Month = {{MAR}},
Abstract = {{The current investigation examines profiles of postsecondary adjustment
   among college students with disabilities. Students' self-perceptions of
   practical gains, personal gains, educational gains, their overall
   satisfaction with postsecondary school, and their college GPA were
   subjected to a latent profile analysis. Results indicated that students
   fell into 1 of 3 profiles (i.e., poorly adjusted, average adjusted, or
   highly adjusted) but were overrepresented in the poorly adjusted
   profile. Follow-up analyses conducted to explore skills and processes
   associated with adjustment status indicated that students in the poorly
   adjusted group had significantly lower self-efficacy, self-advocacy,
   family support, and perceptions of campus climate than did students in
   the average and highly adjusted groups. Adjustment profiles did not
   differ on several other theoretically relevant variables, including time
   spent studying, high school GPA, disability supports, and financial
   stress. The implications of these findings for secondary special
   education teachers, university disability support personnel, and
   postsecondary students with disabilities are discussed.}},
Publisher = {{EDUCATIONAL PUBLISHING FOUNDATION-AMERICAN PSYCHOLOGICAL ASSOC}},
Address = {{750 FIRST ST, NE, WASHINGTON, DC 20002-4242 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Murray, C (Reprint Author), Univ Oregon, Coll Educ, 5261 Univ Oregon, Eugene, OR 97403 USA.
   Murray, Christopher, Univ Oregon, Coll Educ, Dept Special Educ \& Clin Sci, Eugene, OR 97403 USA.
   Lombardi, Allison, Univ Connecticut, Dept Educ Psychol, Neag Sch Educ, Storrs, CT USA.
   Murray, Christopher; Kosty, Derek, Univ Oregon, Coll Educ, Eugene, OR 97403 USA.}},
DOI = {{10.1037/a0035777}},
ISSN = {{1938-8926}},
EISSN = {{1938-8934}},
Keywords = {{postsecondary students; college students with disabilities;
   person-centered analyses; postsecondary adjustment; disability}},
Keywords-Plus = {{COLLEGE-STUDENTS; SELF-EFFICACY; LEARNING-DISABILITIES;
   ACADEMIC-PERFORMANCE; FACULTY; ACCOMMODATIONS; EXPERIENCES; EDUCATION;
   IDENTITY; OUTCOMES}},
Research-Areas = {{Education \& Educational Research; Psychology}},
Web-of-Science-Categories  = {{Education \& Educational Research; Psychology, Educational; Psychology,
   Social}},
Author-Email = {{cjmurray@uoregon.edu}},
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   Wilmshurst L, 2011, J ATTEN DISORD, V15, P11, DOI 10.1177/1087054709347261.
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   Zimmerman BJ, 2000, CONTEMP EDUC PSYCHOL, V25, P82, DOI 10.1006/ceps.1999.1016.}},
Number-of-Cited-References = {{51}},
Times-Cited = {{14}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{14}},
Journal-ISO = {{J. Divers. High. Educ.}},
Doc-Delivery-Number = {{AD2WN}},
Unique-ID = {{ISI:000333097000003}},
DA = {{2020-03-18}},
}

@article{ ISI:000332794900003,
Author = {Roche, Laura and Sigafoos, Jeff and Lancioni, Giulio E. and O'Reilly,
   Mark F. and Green, Vanessa A. and Sutherland, Dean and van der Meer,
   Larah and Schlosser, Ralf W. and Marschik, Peter B. and Edrisinha,
   Chaturi D.},
Title = {{Tangible Symbols as an AAC Option for Individuals with Developmental
   Disabilities: A Systematic Review of Intervention Studies}},
Journal = {{AUGMENTATIVE AND ALTERNATIVE COMMUNICATION}},
Year = {{2014}},
Volume = {{30}},
Number = {{1}},
Pages = {{28-39}},
Month = {{MAR}},
Abstract = {{We reviewed nine studies evaluating the use of tangible symbols in AAC
   interventions for 129 individuals with developmental disabilities.
   Studies were summarized in terms of participants, tangible symbols used,
   communication functions/ skills targeted for intervention, intervention
   procedures, evaluation designs, and main findings. Tangible symbols
   mainly consisted of three-dimensional whole objects or partial objects.
   Symbols were taught as requests for preferred objects/activities in five
   studies with additional communication functions (e. g., naming, choice
   making, protesting) also taught in three studies. One study focused on
   naming activities. With intervention, 54\% (n = 70) of the participants,
   who ranged from 3 to 20 years of age, learned to use tangible symbols to
   communicate. However, these findings must be interpreted with caution
   due to pre-experimental or quasi-experimental designs in five of the
   nine studies. Overall, tangible symbols appear promising, but additional
   studies are needed to establish their relative merits as a communication
   mode for people with developmental disabilities.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Review}},
Language = {{English}},
Affiliation = {{Sigafoos, J (Reprint Author), Victoria Univ Wellington, Sch Educ Psychol, POB 17-310,Karori Campus, Wellington 6147, New Zealand.
   Roche, Laura; Sigafoos, Jeff; Green, Vanessa A.; van der Meer, Larah, Victoria Univ Wellington, Sch Educ Psychol, Wellington 6147, New Zealand.
   Lancioni, Giulio E., Univ Bari, Dept Neurosci \& Sense Organs, Bari, Italy.
   O'Reilly, Mark F., Univ Texas Austin, Dept Special Educ, Austin, TX 78712 USA.
   Sutherland, Dean, Univ Canterbury, Sch Hlth Sci, Christchurch 1, New Zealand.
   Schlosser, Ralf W., Northeastern Univ, Dept Speech Language Pathol \& Audiol, Boston, MA 02115 USA.
   Schlosser, Ralf W., Boston Childrens Hosp, Ctr Commun Enhancement, Boston, MA USA.
   Marschik, Peter B., Med Univ Graz, Inst Physiol, Ctr Physiol Med, Graz, Austria.
   Edrisinha, Chaturi D., St Cloud State Univ, Dept Community Psychol Counseling \& Family Therap, St Cloud, MN 56301 USA.}},
DOI = {{10.3109/07434618.2013.878958}},
ISSN = {{0743-4618}},
EISSN = {{1477-3848}},
Keywords = {{Augmentative and alternative communication; Developmental disabilities;
   Tangible symbols; Systematic review}},
Keywords-Plus = {{EXCHANGE COMMUNICATION-SYSTEM; MULTIPLE DISABILITIES; CHILDREN}},
Research-Areas = {{Audiology \& Speech-Language Pathology; Rehabilitation}},
Web-of-Science-Categories  = {{Audiology \& Speech-Language Pathology; Rehabilitation}},
Author-Email = {{jeff.sigafoos@vuw.ac.nz}},
ResearcherID-Numbers = {{Marschik, Peter/F-8195-2011
   }},
ORCID-Numbers = {{Marschik, Peter/0000-0001-8932-0980
   Roche, Laura/0000-0002-0960-4973
   Schlosser, Ralf/0000-0002-2069-3911
   Lancioni, Giulio/0000-0002-6515-5690}},
Funding-Acknowledgement = {{New Zealand Government through the Marsden Fund CouncilRoyal Society of
   New ZealandMarsden Fund (NZ) {[}VUW1013]; Victoria University of
   Wellington; University of Canterbury; New Zealand Institute of Language,
   Brain Behaviour}},
Funding-Text = {{This review was supported by grant VUW1013 from the New Zealand
   Government through the Marsden Fund Council, administered by the Royal
   Society of New Zealand; and by Victoria University of Wellington, The
   University of Canterbury, and The New Zealand Institute of Language,
   Brain \& Behaviour.}},
Cited-References = {{Ali E, 2011, EDUC TRAIN AUTISM DE, V46, P425.
   Beukelman DR, 2013, AUGMENTATIVE ALTERNA.
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   Turnell R., 1994, J INTELLECT DEV DIS, V19, P193, DOI DOI 10.1080/07263869400035231.
   Wendt O., 2009, AUTISM SPECTRUM DISO, P83.}},
Number-of-Cited-References = {{27}},
Times-Cited = {{7}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{22}},
Journal-ISO = {{Augment. Altern. Commun.}},
Doc-Delivery-Number = {{AC8PC}},
Unique-ID = {{ISI:000332794900003}},
DA = {{2020-03-18}},
}

@article{ ISI:000334587200021,
Author = {Warren, Tom},
Title = {{Rhetorical Accessability: At the Intersection of Technical Communication
   and Disability Studies}},
Journal = {{TECHNICAL COMMUNICATION}},
Year = {{2014}},
Volume = {{61}},
Number = {{1}},
Pages = {{64-65}},
Month = {{FEB}},
Publisher = {{SOC TECHNICAL COMMUNICATION}},
Address = {{9401 LEE HIGHWAY, STE 300, FAIRFAX, VA 22031 USA}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Warren, T (Reprint Author), Oklahoma State Univ, Stillwater, OK 74078 USA.
   Warren, Tom, Oklahoma State Univ, Stillwater, OK 74078 USA.
   Warren, Tom, Univ Paderborn, Paderborn, Germany.}},
ISSN = {{0049-3155}},
Research-Areas = {{Communication}},
Web-of-Science-Categories  = {{Communication}},
Cited-References = {{MELONCON L, 2012, RHETORICAL ACCESSBIL.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Tech. Commun.}},
Doc-Delivery-Number = {{AF3BT}},
Unique-ID = {{ISI:000334587200021}},
DA = {{2020-03-18}},
}

@article{ ISI:000334035300010,
Author = {Hutchins, Robynne},
Title = {{Feminist disability studies}},
Journal = {{INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION}},
Year = {{2014}},
Volume = {{61}},
Number = {{1}},
Pages = {{100-102}},
Month = {{JAN 2}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Hutchins, R (Reprint Author), Univ Queensland, Sch Educ, Brisbane, Qld, Australia.
   Hutchins, Robynne, Univ Queensland, Sch Educ, Brisbane, Qld, Australia.}},
DOI = {{10.1080/1034912X.2013.846020}},
ISSN = {{1034-912X}},
EISSN = {{1465-346X}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{rhutc48@eq.edu.au}},
Cited-References = {{Hall KQ, 2011, FEMINIST DISABILITY.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{4}},
Journal-ISO = {{Int. J. Disabil. Dev. Educ.}},
Doc-Delivery-Number = {{AE5NG}},
Unique-ID = {{ISI:000334035300010}},
DA = {{2020-03-18}},
}

@article{ ISI:000334035300011,
Author = {Crawford, Jane},
Title = {{Introducing disability studies}},
Journal = {{INTERNATIONAL JOURNAL OF DISABILITY DEVELOPMENT AND EDUCATION}},
Year = {{2014}},
Volume = {{61}},
Number = {{1}},
Pages = {{102-104}},
Month = {{JAN 2}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Book Review}},
Language = {{English}},
Affiliation = {{Crawford, J (Reprint Author), Univ Queensland, Dept Educ, St Lucia, Qld, Australia.
   Crawford, Jane, Univ Queensland, Dept Educ, St Lucia, Qld, Australia.}},
DOI = {{10.1080/1034912X.2013.854954}},
ISSN = {{1034-912X}},
EISSN = {{1465-346X}},
Research-Areas = {{Education \& Educational Research; Rehabilitation}},
Web-of-Science-Categories  = {{Education, Special; Rehabilitation}},
Author-Email = {{jane.crawford@linkhealthcare.com.au}},
Cited-References = {{BERGER RJ, 2013, INTRO DISABILIGY ST.}},
Number-of-Cited-References = {{1}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{0}},
Journal-ISO = {{Int. J. Disabil. Dev. Educ.}},
Doc-Delivery-Number = {{AE5NG}},
Unique-ID = {{ISI:000334035300011}},
DA = {{2020-03-18}},
}

@inproceedings{ ISI:000361021100030,
Author = {Kowtko, Marc Alexander},
Book-Group-Author = {{IEEE}},
Title = {{Biometric Authentication for Older Adults}},
Booktitle = {{2014 IEEE LONG ISLAND SYSTEMS, APPLICATIONS AND TECHNOLOGY CONFERENCE
   (LISAT)}},
Year = {{2014}},
Note = {{IEEE Long Island Systems, Applications and Technology Conference
   (LISAT), Farmingdale, NY, MAY 02, 2014}},
Organization = {{IEEE}},
Abstract = {{In recent times, cyber-attacks and cyber warfare have threatened network
   infrastructures from across the globe. The world has reacted by
   increasing security measures through the use of stronger passwords,
   strict access control lists, and new authentication means; however,
   while these measures are designed to improve security and Information
   Assurance (IA), they may create accessibility challenges for older
   adults and people with disabilities. Studies have shown the memory
   performance of older adults decline with age. Therefore, it becomes
   increasingly difficult for older adults to remember random strings of
   characters or passwords that have 12 or more character lengths. How are
   older adults challenged by security measures (passwords, CAPTCHA, etc.)
   and how does this affect their accessibility to engage in online
   activities or with mobile platforms?
   While username/password authentication, CAPTCHA, and security questions
   do provide adequate protection; they are still vulnerable to
   cyber-attacks. Passwords can be compromised from brute force,
   dictionary, and social engineering style attacks. CAPTCHA, a type of
   challenge-response test, was developed to ensure that user inputs were
   not manipulated by machine-based attacks. Unfortunately, CAPTCHA are now
   being exploited by new vulnerabilities and exploits. Insecure
   implementations through code or server interaction have circumvented
   CAPTCHA. New viruses and malware now utilize character recognition as
   means to circumvent CAPTCHA {[}1]. Security questions, another challenge
   response test that attempts to authenticate users, can also be
   compromised through social engineering attacks and spyware. Since these
   common security measures are increasingly being compromised, many
   security professionals are turning towards biometric authentication.
   Biometric authentication is any form of human biological measurement or
   metric that can be used to identify and authenticate an authorized user
   of a secure system. Biometric authentication can include fingerprint,
   voice, iris, facial, keystroke, and hand geometry {[}2]. Biometric
   authentication is also less affected by traditional cyber-attacks.
   However, is Biometrics completely secure? This research will examine the
   security challenges and attacks that may risk the security of biometric
   authentication.
   Recently, medical professionals in the TeleHealth industry have begun to
   investigate the effectiveness of biometrics. In the United States alone,
   the population of older adults has increased significantly with nearly
   10,000 adults per day reaching the age of 65 and older {[}3]. Although
   people are living longer, that does not mean that they are living
   healthier. Studies have shown the U.S. healthcare system is being
   inundated by older adults. As security with the healthcare industry
   increases, many believe that biometric authentication is the answer.
   However, there are potential problems; especially in the older adult
   population. The largest problem is authentication of older adults with
   medical complications. Cataracts, stroke, congestive heart failure, hard
   veins, and other ailments may challenge biometric authentication. Since
   biometrics often utilize metrics and measurement between biological
   features, anyone of the following conditions and more could potentially
   affect the verification of users. This research will analyze older
   adults and their impact of biometric authentication on the verification
   process.}},
Publisher = {{IEEE}},
Address = {{345 E 47TH ST, NEW YORK, NY 10017 USA}},
Type = {{Proceedings Paper}},
Language = {{English}},
Affiliation = {{Kowtko, MA (Reprint Author), Pace Univ, Seidenberg Sch Comp Sci \& Informat Syst, 861 Bedford Rd, Pleasantville, NY 10570 USA.
   Pace Univ, Seidenberg Sch Comp Sci \& Informat Syst, Pleasantville, NY 10570 USA.}},
Keywords = {{Telehealth; Older Adults; Biometric Authentication; Information
   Security; CAPTCHA; Cyber-attacks}},
Research-Areas = {{Computer Science; Engineering}},
Web-of-Science-Categories  = {{Computer Science, Information Systems; Engineering, Electrical \&
   Electronic}},
Author-Email = {{mk57412p@pace.edu}},
Cited-References = {{{[}Anonymous], 2003, ECONOMIST.
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Number-of-Cited-References = {{18}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{7}},
Doc-Delivery-Number = {{BD4RP}},
Unique-ID = {{ISI:000361021100030}},
DA = {{2020-03-18}},
}

@article{ ISI:000347869500009,
Author = {Du, Shiwei and Guan, Jian and Mao, Gengsheng and Liu, Yang and Ma, Sihai
   and Bao, Xinjie and Gao, Jun and Feng, Ming and Li, Guilin and Ma,
   Wenbin and Yang, Yi and Zhao, Robert Chunhua and Wang, Renzhi},
Title = {{Intra-Arterial Delivery of Human Bone Marrow Mesenchymal Stem Cells Is a
   Safe and Effective Way to Treat Cerebral Ischemia in Rats}},
Journal = {{CELL TRANSPLANTATION}},
Year = {{2014}},
Volume = {{23}},
Number = {{1}},
Pages = {{S73-S82}},
Abstract = {{Cerebral ischemic stroke is a very common condition that can cause death
   and disability. Studies have confirmed that stem cells have therapeutic
   effects if administered after a stroke. There is still a great deal of
   debate regarding the best route for cell transplantation. Intravascular
   delivery is the most commonly used one. In this study, the therapeutic
   effects of bone marrow stem cells (BMSCs) delivered by intra-arterial
   (IA) and intravenous (IV) injection in a rat transient middle cerebral
   artery occlusion model (MCAO) are compared. Histological analysis
   demonstrated that the IA route bypasses the pulmonary system and directs
   the cells to the ischemic parts of the brain more efficiently. The BMSCs
   delivered via the IA route promoted angiogenesis and improved functional
   recovery. The cerebral blood flow (CBF) of the rats was monitored during
   the IA injection process. No reduction in CBF or microstrokes was
   detected. Brain perfusion and metabolism, as evaluated by SPECT and PET,
   were better in rats treated with cells delivered via IA. Results showed
   that the IA route is a safe and effective way to transplant hBMSCs. This
   manuscript is published as part of the International Association of
   Neurorestoratology (IANR) special issue of Cell Transplantation.}},
Publisher = {{SAGE PUBLICATIONS INC}},
Address = {{2455 TELLER RD, THOUSAND OAKS, CA 91320 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Wang, RZ (Reprint Author), Beijing Union Med Coll Hosp, Dept Neurosurg, Beijing 100005, Peoples R China.
   Du, Shiwei; Guan, Jian; Liu, Yang; Ma, Sihai; Bao, Xinjie; Gao, Jun; Feng, Ming; Li, Guilin; Ma, Wenbin; Yang, Yi; Wang, Renzhi, Chinese Acad Med Sci, Peking Union Med Coll Hosp, Dept Neurosurg, Beijing 100730, Peoples R China.
   Du, Shiwei; Guan, Jian; Liu, Yang; Ma, Sihai; Bao, Xinjie; Gao, Jun; Feng, Ming; Li, Guilin; Ma, Wenbin; Yang, Yi; Zhao, Robert Chunhua; Wang, Renzhi, Peking Union Med Coll, Beijing 100021, Peoples R China.
   Mao, Gengsheng, Gen Hosp Armed Police Forces, Dept Neurovasc Surg, Beijing, Peoples R China.
   Zhao, Robert Chunhua, Chinese Acad Med Sci, Inst Basic Med Sci, Ctr Excellence Tissue Engn, Beijing 100730, Peoples R China.}},
DOI = {{10.3727/096368914X685023}},
ISSN = {{0963-6897}},
EISSN = {{1555-3892}},
Keywords = {{Transplantation; Bone marrow; Mesenchymal stem cells; Stroke;
   Intra-arterial (IA) route}},
Keywords-Plus = {{FUNCTIONAL RECOVERY; MONONUCLEAR-CELLS; ARTERY OCCLUSION; BRAIN-INJURY;
   STROKE; TRANSPLANTATION; THERAPY; MODEL; BIODISTRIBUTION; ANGIOGENESIS}},
Research-Areas = {{Cell Biology; Research \& Experimental Medicine; Transplantation}},
Web-of-Science-Categories  = {{Cell \& Tissue Engineering; Medicine, Research \& Experimental;
   Transplantation}},
Author-Email = {{dusw1981@163.com}},
Funding-Acknowledgement = {{National High Technology Research Project {[}2006AA02A115]}},
Funding-Text = {{This study was supported by grants from the National High Technology
   Research Project (2006AA02A115). The authors declare no conflict of
   interest.}},
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Number-of-Cited-References = {{35}},
Times-Cited = {{18}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{6}},
Journal-ISO = {{Cell Transplant.}},
Doc-Delivery-Number = {{AY9KT}},
Unique-ID = {{ISI:000347869500009}},
OA = {{Bronze}},
DA = {{2020-03-18}},
}

@article{ ISI:000345740500007,
Author = {Phelan, Shanon K. and Wright, Virginia and Gibson, Barbara E.},
Title = {{Representations of disability and normality in rehabilitation technology
   promotional materials}},
Journal = {{DISABILITY AND REHABILITATION}},
Year = {{2014}},
Volume = {{36}},
Number = {{24}},
Pages = {{2072-2079}},
Abstract = {{Purpose: To explore the ways in which promotional materials for two
   rehabilitation technologies reproduce commonly held perspectives about
   disability and rehabilitation. Method: Our analysis was informed by
   critical disability studies using techniques from discourse analysis to
   examine texts (words and images) and their relation to social practices
   and power. Using this approach, promotional materials for (a) hearing
   aid and (b) robotic gait training technologies were interrogated using
   three central questions: (1) Who are represented? (2) What is promised?
   and (3) Who has authority? Results: Messages of normalization pervaded
   representations of disabled children and their families, and the
   promises offered by the technologies. The latter included efficiency and
   effectiveness, progress and improvement, success and inclusion, and
   opportunities for a normal life. Conclusions: Normalization discourses
   construct childhood disability through texts and images. These
   discourses reinforce pervasive negative messages about disability that
   are taken up by children and families and have ethical implications for
   clinical practice. Rehabilitation has largely focused on ``fixing{''}
   the individual, whereas broadening the clinical gaze to the social
   dimensions of disablement may lead to a more sensitive and informed
   approach within family-clinician discussions surrounding these advanced
   technologies and the use they make of promotional materials.
   Implications for Rehabilitation
   Awareness of the potential effects of implicit and explicit messages
   about disability in promotional materials may lead to a more sensitive
   and informed approach within family-clinician discussions surrounding
   rehabilitation technologies.
   In practice, it is important for rehabilitation professionals to
   remember that parents' and children's values and beliefs are shaped over
   time, and parents' and professionals' perspectives on disability
   strongly influence how disabled children internalize what disability
   means to them.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Phelan, SK (Reprint Author), Univ Alberta, Dept Occupat Therapy, Fac Rehabil Med, Edmonton, AB, Canada.
   Phelan, Shanon K., Univ Alberta, Dept Occupat Therapy, Fac Rehabil Med, Edmonton, AB, Canada.
   Wright, Virginia; Gibson, Barbara E., Holland Bloorview Kids Rehabil Hosp, Bloorview Res Inst, Toronto, ON, Canada.
   Wright, Virginia; Gibson, Barbara E., Univ Toronto, Fac Med, Dept Phys Therapy, Toronto, ON, Canada.}},
DOI = {{10.3109/09638288.2014.891055}},
ISSN = {{0963-8288}},
EISSN = {{1464-5165}},
Keywords = {{Children; normalization; parents; technology}},
Keywords-Plus = {{CHILDREN; EXPERIENCES; EXPLORATION; THERAPY; HEALTH}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{sphelan@ualberta.ca}},
ResearcherID-Numbers = {{Gibson, Barbara E/E-3797-2013
   }},
ORCID-Numbers = {{Gibson, Barbara E/0000-0003-0429-8679
   Phelan, Shanon/0000-0003-2844-6250
   Wright, F Virginia/0000-0002-9713-4536}},
Funding-Acknowledgement = {{Holland Bloorview Kids Rehabilitation Hospital Foundation Chair in
   Pediatric Rehabilitation; Holland Bloorview Kids Rehabilitation Hospital
   Foundation Chair in Childhood Disability Studies}},
Funding-Text = {{This work has been funded by Holland Bloorview Kids Rehabilitation
   Hospital Foundation Chair in Pediatric Rehabilitation. Barbara E. Gibson
   is supported by the Holland Bloorview Kids Rehabilitation Hospital
   Foundation Chair in Childhood Disability Studies.}},
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Number-of-Cited-References = {{49}},
Times-Cited = {{12}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{10}},
Journal-ISO = {{Disabil. Rehabil.}},
Doc-Delivery-Number = {{AU6UW}},
Unique-ID = {{ISI:000345740500007}},
DA = {{2020-03-18}},
}

@article{ ISI:000343004700011,
Author = {Peiris-John, R. J. and Attanayake, S. and Daskon, L. and Wickremasinghe,
   A. R. and Ameratunga, S.},
Title = {{Disability studies in Sri Lanka: priorities for action}},
Journal = {{DISABILITY AND REHABILITATION}},
Year = {{2014}},
Volume = {{36}},
Number = {{20}},
Pages = {{1742-1748}},
Abstract = {{Purpose: To review the published literature relating to disability in
   Sri Lanka, identify research gaps and inform priorities for action.
   Methods: A narrative literature review was undertaken and relevant
   articles extracted using electronic databases such as Medline and
   PubMed. The available literature was examined in relation to the nine
   key recommendations of the World Report on Disability. Results: Over the
   past 30 years, published disability research in Sri Lanka has primarily
   focussed on mental health, visual impairment and healthcare delivery.
   Significant gaps were apparent in evidence relating to the status and
   services for people with intellectual disability, policies and their
   impact, provider attitudes, barriers to education and employment, health
   workforce training and access to healthcare. Conclusions: While
   published studies provide insights on several dimensions of disability,
   there are important research gaps pointing to unmet needs that require
   attention to support the health and wellbeing of people living with
   disability in Sri Lanka. To address these gaps, it is imperative that a
   critical mass of multi-disciplinary researchers including people living
   with disabilities collaborate on a strategic program of research using
   effective participatory approaches that engage all sectors and
   communities relevant to uphold the rights of people living with
   disability.}},
Publisher = {{TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OR14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Peiris-John, RJ (Reprint Author), Univ Auckland, Fac Med \& Hlth Sci, Sch Populat Hlth, Epidemiol \& Biostat Sect, Private Bag 92019, Auckland, New Zealand.
   Peiris-John, R. J.; Ameratunga, S., Univ Auckland, Fac Med \& Hlth Sci, Sch Populat Hlth, Epidemiol \& Biostat Sect, Auckland, New Zealand.
   Attanayake, S., Uva Prov Council, Badulla, Sri Lanka.
   Wickremasinghe, A. R., Univ Kelaniya, Fac Med, Dept Publ Hlth, Kelaniya, Sri Lanka.}},
DOI = {{10.3109/09638288.2013.864714}},
ISSN = {{0963-8288}},
EISSN = {{1464-5165}},
Keywords = {{Developing country; health priorities; Sri Lanka}},
Keywords-Plus = {{POSTTRAUMATIC-STRESS-DISORDER; QUALITY-OF-LIFE; MENTAL-HEALTH;
   DEPRESSIVE SYMPTOMS; VISUAL IMPAIRMENT; STROKE CARE; CLEFT-LIP;
   PREVALENCE; POPULATION; CHILDREN}},
Research-Areas = {{Rehabilitation}},
Web-of-Science-Categories  = {{Rehabilitation}},
Author-Email = {{r.peiris-john@auckland.ac.nz}},
ORCID-Numbers = {{Peiris-John, Roshini/0000-0001-7812-2268
   Ameratunga, Shanthi/0000-0001-8042-2251}},
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Number-of-Cited-References = {{89}},
Times-Cited = {{9}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{15}},
Journal-ISO = {{Disabil. Rehabil.}},
Doc-Delivery-Number = {{AQ7NN}},
Unique-ID = {{ISI:000343004700011}},
DA = {{2020-03-18}},
}

@article{ ISI:000342289800017,
Author = {Jordan, Thomas},
Title = {{``I'm Not a Retard{''}: Intellectual Disability and Human Community in
   Cormac McCarthy's THE ROAD}},
Journal = {{EXPLICATOR}},
Year = {{2014}},
Volume = {{72}},
Number = {{3}},
Pages = {{237-240}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Jordan, T (Reprint Author), Upper Iowa Univ, Fayette, IA 52142 USA.
   Upper Iowa Univ, Fayette, IA 52142 USA.}},
DOI = {{10.1080/00144940.2014.932752}},
ISSN = {{0014-4940}},
EISSN = {{1939-926X}},
Keywords = {{disability studies; intellectual impairment; Cormac McCarthy; The Road}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{Jurgensen John, 2009, WALL STREET J.
   Kennedy William, 2006, NY TIMES.
   Kunsa Ashley, 2009, J MOD LIT, V33, P57, DOI DOI 10.2979/JML.2009.33.1.57.
   McCarthy Cormac, 2006, ROAD.
   Stephens John Franklin, 2008, DENVER POST.}},
Number-of-Cited-References = {{5}},
Times-Cited = {{0}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{1}},
Journal-ISO = {{Explicator}},
Doc-Delivery-Number = {{AP7WV}},
Unique-ID = {{ISI:000342289800017}},
DA = {{2020-03-18}},
}

@article{ ISI:000342298800001,
Author = {Ferri, Beth A. and Connor, David J.},
Title = {{Talking (and not talking) about race, social class and dis/ability:
   working margin to margin}},
Journal = {{RACE ETHNICITY AND EDUCATION}},
Year = {{2014}},
Volume = {{17}},
Number = {{4}},
Pages = {{471-493}},
Abstract = {{In this article we examine some of the omnipresent yet unacknowledged
   discourses of social and economic disadvantage and dis/ability within
   schools in the US. First, we document ways that social class, race, and
   dis/ability function within schools to further disadvantage and exclude
   already marginalized students. Next, we show how particular ways of
   talking about student ability and achievement rarely addresses this
   important connection. We then illustrate specific ways that race, social
   class, and dis/ability are elided even within more critical academic
   discussions. Finally, we argue for a more critical and sustained
   scholarly engagement that would necessarily entail reaching out
   margin-to-margin in order to fully understand and interrupt the myriad
   ways that race, economic disadvantage and dis/ability work to justify
   exclusion and inequality in schools.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Ferri, BA (Reprint Author), Syracuse Univ, Dept Teaching \& Leadership, Syracuse, NY 13210 USA.
   Ferri, Beth A., Syracuse Univ, Dept Teaching \& Leadership, Syracuse, NY 13210 USA.
   Connor, David J., CUNY Hunter Coll, New York, NY 10021 USA.}},
DOI = {{10.1080/13613324.2014.911168}},
ISSN = {{1361-3324}},
EISSN = {{1470-109X}},
Keywords = {{disability studies in education; social class; race}},
Keywords-Plus = {{TEACHER-EDUCATION; DISABILITY; SCHOOL}},
Research-Areas = {{Education \& Educational Research; Ethnic Studies}},
Web-of-Science-Categories  = {{Education \& Educational Research; Ethnic Studies}},
Author-Email = {{baferri@syr.edu}},
ORCID-Numbers = {{Ferri, Beth/0000-0002-6789-8826}},
Cited-References = {{Allan R. L., 2009, HDB SOCIAL JUSTICE E, P209.
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   Timar T., 2012, NARROWING ACHIEVEMEN, P227.
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Number-of-Cited-References = {{55}},
Times-Cited = {{15}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Race Ethn. Educ.}},
Doc-Delivery-Number = {{AP7ZZ}},
Unique-ID = {{ISI:000342298800001}},
DA = {{2020-03-18}},
}

@article{ ISI:000341410600004,
Author = {Lalvani, Priya},
Title = {{The enforcement of normalcy in schools and the disablement of families:
   unpacking master narratives on parental denial}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{8}},
Pages = {{1221-1233}},
Abstract = {{The notion that some parents may be `in denial' is a pervasive theme in
   dominant discourses on families of children with disabilities. In this
   analytic essay, I deconstruct cultural and institutional master
   narratives on parental denial and discuss their role in the
   marginalization of students with disabilities in schools. I argue that
   discourses on parental denial privilege the perspectives of those in
   positions of power and control, leave the practice of ability-based
   segregation in schools unexamined, and discredit agency among families.
   Additionally, drawing from existing narrative-based research, I explore
   alternative interpretations of parents' responses to their children's
   differences, situating these in the framework of critical disability
   studies.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Lalvani, P (Reprint Author), Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Montclair, NJ 07043 USA.
   Montclair State Univ, Dept Early Childhood Elementary \& Literacy Educ, Montclair, NJ 07043 USA.}},
DOI = {{10.1080/09687599.2014.923748}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{master narratives; inclusive education; families of children with
   disabilities; parents' perspectives; professional-family partnerships;
   critical disability studies}},
Keywords-Plus = {{DISABILITY; CHILDREN}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{lalvanip@mail.montclair.edu}},
Cited-References = {{Allred K., 2012, DISABILITY STUDIES Q, V32, P3.
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Number-of-Cited-References = {{64}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{13}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AO5UK}},
Unique-ID = {{ISI:000341410600004}},
DA = {{2020-03-18}},
}

@article{ ISI:000341410600008,
Author = {Harris, Sarah Parker and Renko, Maija and Caldwell, Kate},
Title = {{Social entrepreneurship as an employment pathway for people with
   disabilities: exploring political-economic and socio-cultural factors}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{8}},
Pages = {{1275-1290}},
Abstract = {{The current economic climate demands more innovative approaches to
   increasing labor market participation for people with disabilities.
   Social entrepreneurship (SE) offers one alternative employment pathway.
   However, little is known about the broader factors influencing SE for
   people with disabilities. Using empirical data from focus groups
   comprised of social entrepreneurs with disabilities and interviews with
   key stakeholders working in the fields of policy, disability, and
   business, this research frames its analysis in the intersection of
   disability studies and entrepreneurship to explore which factors
   influence the potential for SE to provide equal participation
   opportunities for people with disabilities in the labor market. Findings
   suggest that further consideration of political-economic and
   socio-cultural factors is needed if we are to better understand the
   potential of SE for people with disabilities.}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{2-4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXON, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Harris, SP (Reprint Author), Univ Illinois, Dept Disabil \& Human Dev, Chicago, IL 60607 USA.
   Harris, Sarah Parker; Caldwell, Kate, Univ Illinois, Dept Disabil \& Human Dev, Chicago, IL 60607 USA.
   Renko, Maija, Univ Illinois, Dept Managerial Studies, Chicago, IL USA.}},
DOI = {{10.1080/09687599.2014.924904}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{social entrepreneurship; disability; employment; participation;
   qualitative}},
Keywords-Plus = {{SELF-EMPLOYMENT; UNITED-STATES; BUSINESSES}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{skparker@uic.edu}},
ResearcherID-Numbers = {{Renko, Maija/X-4691-2019
   }},
ORCID-Numbers = {{Renko, Maija/0000-0003-4669-6122}},
Cited-References = {{Austin J, 2006, ENTREP THEORY PRACT, V30, P1, DOI 10.1111/j.1540-6520.2006.00107.x.
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Number-of-Cited-References = {{55}},
Times-Cited = {{13}},
Usage-Count-Last-180-days = {{1}},
Usage-Count-Since-2013 = {{35}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AO5UK}},
Unique-ID = {{ISI:000341410600008}},
DA = {{2020-03-18}},
}

@article{ ISI:000341725800004,
Author = {Maatta, Stephanie L. and Bonnici, Laurie J.},
Title = {{An evaluation of the functionality and accessibility of e-readers for
   individuals with print disabilities}},
Journal = {{ELECTRONIC LIBRARY}},
Year = {{2014}},
Volume = {{32}},
Number = {{4}},
Pages = {{493-507}},
Abstract = {{Purpose - This study aims to examine the usability of three popular
   electronic reading devices (e-readers) to determine which device
   provides the best functionality for individuals with print disabilities.
   Adaptability and flexibility for use with assistive technology are also
   evaluated.
   Design/methodology/approach - This study reports the results of a
   usability test of e-readers and their potential for use by individuals
   with print disabilities. Students enrolled in a School of Library and
   Information Science evaluated and compared the devices through a series
   of tasks designed to measure functionality. Participants completed a
   series of questionnaires and engaged in small group discussion about the
   efficacy of the devices. Likert scales and open-ended evaluation were
   employed in the evaluation and analysis.
   Findings - Two of the three devices examined offered no accessibility
   features for individuals with low or no vision who require assistive
   technologies to use information and communication technologies. The
   third device, while offering greater universal access functionality for
   individuals with mild-to-moderate print disabilities, also had
   weaknesses for individuals with severe print disabilities.
   Originality/value - With the rapid deployment of e-readers, little
   research has been completed measuring the accessibility and
   functionality for individuals with print disabilities in library or
   educational environments. The paper provides data on the usability of
   e-readers for users with print disabilities and recommendations for
   adopting e-reader use in libraries and educational environments. It will
   inform and guide information professionals seeking to provide greater
   access to resources for patrons with specialized access needs.}},
Publisher = {{EMERALD GROUP PUBLISHING LIMITED}},
Address = {{HOWARD HOUSE, WAGON LANE, BINGLEY BD16 1WA, W YORKSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Maatta, SL (Reprint Author), Wayne State Univ, Sch Lib \& Info Sci, Detroit, MI 48202 USA.
   Maatta, Stephanie L., Wayne State Univ, Sch Lib \& Info Sci, Detroit, MI 48202 USA.
   Bonnici, Laurie J., Univ Alabama, Sch Lib \& Informat Studies, Tuscaloosa, AL USA.}},
DOI = {{10.1108/EL-01-2013-0012}},
ISSN = {{0264-0473}},
EISSN = {{1758-616X}},
Keywords = {{Accessibility; E-readers; Print disabilities; Universal access}},
Research-Areas = {{Information Science \& Library Science}},
Web-of-Science-Categories  = {{Information Science \& Library Science}},
Author-Email = {{es7746@wayne.edu}},
Cited-References = {{Burton D, 2011, COMMENTARY, V131, P5.
   DeMeglio M., 2012, EPUB MEDIA OVERLAYS.
   Gibson C, 2011, ELECTRON LIBR, V29, P303, DOI 10.1108/02640471111141061.
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   Wilson R., 2001, ARIADNE.
   World Wide Web Consortium (W3C), 2012, ACC.}},
Number-of-Cited-References = {{19}},
Times-Cited = {{1}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{27}},
Journal-ISO = {{Electron. Libr.}},
Doc-Delivery-Number = {{AP0BN}},
Unique-ID = {{ISI:000341725800004}},
DA = {{2020-03-18}},
}

@article{ ISI:000338196900001,
Author = {Fontes, Fernando and Martins, Bruno Sena and Hespanha, Pedro},
Title = {{The emancipation of disability studies in Portugal}},
Journal = {{DISABILITY \& SOCIETY}},
Year = {{2014}},
Volume = {{29}},
Number = {{6}},
Pages = {{849-862}},
Abstract = {{Despite the interest of the social sciences in issues of exclusion and
   inequality, the question of disability, as a key issue of reflection,
   remains absent from many academic areas. The emergence of disability
   studies owes much to contexts in which the activism of disabled people
   has revealed the structural conditions that oppress and neglect
   experiences of disability. Bearing in mind the specific features of the
   Portuguese socio-political environment, two lines of inquiry are
   developed in this text. Firstly, what are the challenges faced by
   Portuguese academics in making disability a central issue, enabling it
   to confront the silencing of the voices and experiences of disabled
   people in society? Secondly, how important is it for research to engage
   with an ethical and political paradigm that supports the rights of
   disabled people?}},
Publisher = {{ROUTLEDGE JOURNALS, TAYLOR \& FRANCIS LTD}},
Address = {{4 PARK SQUARE, MILTON PARK, ABINGDON OX14 4RN, OXFORDSHIRE, ENGLAND}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Fontes, F (Reprint Author), Univ Coimbra, Ctr Social Studies, Coimbra, Portugal.
   Fontes, Fernando; Martins, Bruno Sena; Hespanha, Pedro, Univ Coimbra, Ctr Social Studies, Coimbra, Portugal.}},
DOI = {{10.1080/09687599.2014.880332}},
ISSN = {{0968-7599}},
EISSN = {{1360-0508}},
Keywords = {{disability studies; Portugal; emancipatory disability research; social
   model}},
Research-Areas = {{Rehabilitation; Social Sciences - Other Topics}},
Web-of-Science-Categories  = {{Rehabilitation; Social Sciences, Interdisciplinary}},
Author-Email = {{fer\_fontes2003@yahoo.co.uk}},
ORCID-Numbers = {{Hespanha, Pedro/0000-0002-6137-2495
   Martins, Bruno Sena/0000-0003-3367-9155
   Fontes, Fernando/0000-0001-8792-262X}},
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Number-of-Cited-References = {{44}},
Times-Cited = {{4}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{5}},
Journal-ISO = {{Disabil. Soc.}},
Doc-Delivery-Number = {{AK1SR}},
Unique-ID = {{ISI:000338196900001}},
DA = {{2020-03-18}},
}

@article{ ISI:000334652300002,
Author = {Savarese, Ralph James and Zunshine, Lisa},
Title = {{The Critic as Neurocosmopolite; Or, What Cognitive Approaches to
   Literature Can Learn from Disability Studies: Lisa Zunshine in
   Conversation with Ralph James Savarese}},
Journal = {{NARRATIVE}},
Year = {{2014}},
Volume = {{22}},
Number = {{1}},
Pages = {{17-44}},
Month = {{JAN}},
Publisher = {{OHIO STATE UNIV PRESS}},
Address = {{1050 CARMACK RD, COLUMBUS, OH 43210 USA}},
Type = {{Article}},
Language = {{English}},
Affiliation = {{Savarese, RJ (Reprint Author), Duke Univ, Inst Brain Sci, Durham, NC 27706 USA.
   Savarese, Ralph James, Duke Univ, Inst Brain Sci, Durham, NC 27706 USA.
   Savarese, Ralph James, Grinnell Coll, Grinnell, IA 50112 USA.
   Zunshine, Lisa, Univ Kentucky, Lexington, KY 40506 USA.}},
DOI = {{10.1353/nar.2014.0000}},
ISSN = {{1063-3685}},
EISSN = {{1538-974X}},
Keywords-Plus = {{AUTISM; THINKING}},
Research-Areas = {{Literature}},
Web-of-Science-Categories  = {{Literature}},
Cited-References = {{ALEMAN A, 2004, {[}No title captured], V5, P228, DOI DOI 10.1007/S10339-004-0034-Y.
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   Zunshine Lisa, 2015, THE OXFORD HANDBOOK.
   ZUNSHINE Lisa, 2008, STRANGE CONCEPTS AND.}},
Number-of-Cited-References = {{63}},
Times-Cited = {{13}},
Usage-Count-Last-180-days = {{0}},
Usage-Count-Since-2013 = {{2}},
Journal-ISO = {{Narrative}},
Doc-Delivery-Number = {{AF3ZX}},
Unique-ID = {{ISI:000334652300002}},
OA = {{Green Published}},
DA = {{2020-03-18}},
}

@article{ ISI:000333167900005,
Author = {French, Haley},
Title = {{The Joke's on You: Invalid as Comic in The Diary of Alice James}},
Journal = {{CANADIAN REVIEW OF AMERICAN STUDIES}},
Year = {{2014}},
Volume = {{44}},
Number = {{1}},
Pages = {{85-101}},
Abstract = {{This paper examines the function of humour in the diary of Alice James,
   specifically its relation to her project of self-authorship and her
   desire to subvert the debility inflicted by the sympathetic gaze. By
   discussing her illness in terms of its status as a disability and noting
   the intersections between disability studies and humour theory, I am
   able to explore the transgressive and transformative potential of
   James's humour as she simultaneously performs and rejects the terms of
   her own abjection. While many critics take note of the peculiar comedic
   tone that James adopts in her discussions of traditionally grave
   subjects, very few attach any significant meaning to this essential
   aspect of the text. This paper seeks to suggest that James belongs to a
   tradition of disability humour that attempts to reclaim the speaker's
   own subjective experience with suffering through a combination of the
   tragic and the comic.
   Resume: Le present article jette un coup d'oeil sur la fonction de
   l'humour dans le journal personnel d'AliceJames, et en particulier sur
   sa relation a son projet comme auteur propre, ainsi que sur son desir de
   renverser l'effet debilitant inflige par les regards empreints de pitie.
   En parlant de sa maladie comme un etat de limites fonctionnelles, en
   explorant les intersections entre les etudes sur la condition des
   personnes handicapees et la theorie de l'humour, il m'est permis
   d'evaluer le potentiel de transgression et de transformation de l'humour
   d'Alice James alors qu'elle execute et rejette a la fois les termes de
   sa propre abjection. Bien que bon nombre de critiques constatent le ton
   comique particulier qu'elle adopte dans ses discussions de sujets
   graves, peu d'entre eux accordent une signification importante a cet
   aspect essentiel du texte. L'article pourrait suggerer qu'elle
   appartient a une tradition d'humour visant une incapacite qui tente de
   recuperer sa propre experience subjective de la souffrance en associant
   le tragique et le comique.}},
Publisher = {{UNIV TORONTO PRESS INC}},
Address = {{JOURNALS DIVISION, 5201 DUFFERIN ST, DOWNSVIEW, TORONTO, ON M3H 5T8,
   CANADA}},
Type = {{Article}},
Language = {{English}},
DOI = {{10.3138/cras.2013.032}},
ISSN = {{0007-7720}},
EISSN = {{1710-114X}},
Keywords = {{Alice James; female illness; disability humour; transformational comedy;
   sympathetic gaze; Alice James; maladie feminine; humour visant
   l'incapacite; comedie transformationnelle}},
Keywords-Plus = {{JAMES,ALICE}},
Research-Areas = {{Arts \& Humanities - Other Topics}},
Web-of-Science-Categories  = {{Humanities, Multidisciplinary}},
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Number-of-Cited-References = {{29}},
Times-Cited = {{2}},
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Journal-ISO = {{Can. Rev. Am. Stud.}},
Doc-Delivery-Number = {{AD3TA}},
Unique-ID = {{ISI:000333167900005}},
DA = {{2020-03-18}},
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